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Using a nationally representative data set, this book examines the characteristics of Chinese college students'mobility since the expansion of higher education.It analyses college graduates'mobility in both horizontal and vertical dimensions. The horizontal dimension shows college students'migration directions and location changes, including migration for college, migration for employment, migration for grassroots positions, migration away from the capital and migration back to their hometown. The vertical dimension includes students'intergenerational occupational mobility and intergenerational regional mobility. Drawing on theories in education and economics, the book provides a solid framework for empirically analysing the characteristics, causes and economic and non-economic benefits of different forms of mobility. This book not only offers insights into China's higher education policies and their impact on the regional and intergenerational mobility decisions of college graduates over the past two decades but also has important implications for other countries at similar stages of social and economic development.This book is an excellent read for students and scholars of education, economics and East Asian studies. It can also help policymakers understand the characteristics of students'mobility and the underlying reasons for their choices, so that they can propose effective policies in the future.

This book studies the multi-dimensional development and landscapes of the internationalization of China's higher education throughout the past four decades, illustrating its trajectory from the periphery to the centre of the global higher education system.Combining solid theoretical elucidation and rich empirical studies, the author systematically reviews the key relevant concepts and examines policies and practices of higher education internationalization in China based on rich data gathered from interviews and surveys on overseas Chinese scholars, academic returnees, and international students. With a focus on “internationalization at home” and “transnational academic mobility”, the book analyzes the core topics and phenomena of China's internationalizing higher education, including Chinese students studying abroad, overseas academics returning to China, international students in China, Sino-foreign cooperative education, and internationalization of higher education in Hong Kong, Singapore, and Shanghai.Seeking to offer valuable experience, reflections, and policy reference, this book will be of great value for researchers, policymakers, and university administrators interested in the internationalization of higher education and especially China's successful cases.

Bourdieu's sociology has traditionally been confined to the limits of its French national context. This edited collection seeks to challenge these boundaries, applying Bourdieu's analysis of practice to Chinese education as it gains relevance and attention around the globe. This book stems from the conviction that empirical investigation and conceptual inventiveness are needed to understand the historical and contextual particularities of Sino-foreign higher education. It brings the sociology of Pierre Bourdieu to the specificity of higher education in and for China and the multi-scalar complexity of higher education beyond the nation. Aggregating recent Bourdieu-informed investigations of empirical worlds of Sino-foreign higher education, the volume mainly considers two problems: structures and strategies of advantage behind institutional and individual action in Sino-foreign higher education; and student participation in the practices of that higher education. The volume probes the potential of Bourdieusian theory and methodology for understanding Chinese higher education beyond the nation. This book is written to engage with the intellectual work of both established scholars and higher degree research students within China and beyond. The empirical studies provide useful insights for educational leaders in Chinese higher education sectors and in the universities of English-dominant western countries where students and researchers from China have been a growing presence. The theoretical and methodological discussions will be pertinent to scholars who are interested in Bourdieu's sociology and sociology of higher education.

This book investigates universities'technology implementation from a cultural perspective. Through an ethnographic study conducted in a Chinese university, the book examines the impact of culture on teachers'technology adoption at multiple levels, focusing on pedagogical beliefs (personal level), collegial culture (interpersonal level) and managerial culture (institutional level). The finding reveals how culture influenced teachers'perception, interpretation and engagement with technology, thereby upsetting the university's efforts to change. With the wholesale, top-down adoption of education technology in the COVID-19 context, this book is a timely treatise on a global understanding of culture's meaning in change implementation. The culturally anchored issues documented in this book will shed light on the formulation of effective change strategies that focus on the minds of people, and will be especially useful for those who strive to forge a more successful and sustainable future of higher education with technology.

Green sheds light onto the mercurial and ill-defined boundaries of institutional governance within China's unique system of higher education, a national system that remains misunderstood by scholars who continue to position it as little more than a research arm of the party/state. Through a synthesis of systems theory, complexity theory, and institutional logics, Green provides a relational accounting of'Higher Education with Chinese Characteristics'– a complex, adaptive social system whose paradoxical modernization ideology of pragmatic instrumentalism, in conjunction with a centralized-decentralized governance model, foments rational chaos at the institutional level. Specifically, his book highlights the concept of rational chaos – an observable phenomenon of evolutionary emergence experienced by subaltern actors engaged with the confusing and often paradoxical institutional logics of meso/micro-level governance. Moreover, developed through in-depth narrative interviews, Green's conceptualization of collective-individualism provides a glimpse into the diverse patterns of identity that have developed within a single institutional governance context. These discrete identity formations, patterned through varying understandings of individual self-determinism, collective role fulfillment, norms and structures of governance, and subsequent changemaking efforts, call into question culturally deterministic research surrounding self-mastery, institutional autonomy, and academic freedom within the Chinese higher education context. His book highlights a subaltern institutional lifeworld accounting of higher education governance that will speak to anyone grappling with neoliberal commodification, managerialism, academic nationalism and the increasing onset of transnational academic (im)mobility. It is ideal for students and scholars of international comparative education, higher education governance, and Chinese studies.

This book provides a comprehensive overview of higher education in India and China and the complexity of issues involved. It focuses on gaining understanding of education systems, governance mechanisms, globalisation and emergence of the private sector, action policies of both the countries and their impact on education and society. Offering a comparative perspective, the book discusses why China is ahead of India in Higher Education when both share the similar challenges of burgeoning young population and scarcity of resources. It examines the success in providing equitable access to both country's marginalised sections. It also discusses the directions of future growth through National Education Policy, 2020 and the 13th Five Year Plan of the Chinese State Council. Combining rich content and a broad scope, the book offers a valuable key to understanding Higher Education system of India and China. It is a useful read for students and researchers in social sciences, education area.

A Financial Times Best Book of the YearAn inside view of Chinese academia and what it reveals about China's political systemOn January 1, 2017, Daniel Bell was appointed dean of the School of Political Science and Public Administration at Shandong University—the first foreign dean of a political science faculty in mainland China's history. In The Dean of Shandong, Bell chronicles his experiences as what he calls “a minor bureaucrat,” offering an inside account of the workings of Chinese academia and what they reveal about China's political system. It wasn't all smooth sailing—Bell wryly recounts sporadic bungles and misunderstandings—but Bell's post as dean provides a unique vantage point on China today.Bell, neither a Chinese citizen nor a member of the Chinese Communist Party, was appointed as dean because of his scholarly work on Confucianism—but soon found himself coping with a variety of issues having little to do with scholarship or Confucius. These include the importance of hair color and the prevalence of hair-dyeing among university administrators, both male and female; Shandong's drinking culture, with endless toasts at every shared meal; and some unintended consequences of an intensely competitive academic meritocracy. As dean, he also confronts weightier matters: the role at the university of the Party secretary, the national anticorruption campaign and its effect on academia (Bell asks provocatively, “What's wrong with corruption?”), and formal and informal modes of censorship. Considering both the revival of Confucianism in China over the last three decades and what he calls “the Communist comeback” since 2008, Bell predicts that China's political future is likely to be determined by both Confucianism and Communism.

This book investigates the higher education system in Germany and China, and analyzes the differences between academic higher education and application-oriented higher education. It explores the past, present, and future of application-oriented higher education in these two countries, and discusses the advantages and disadvantages of this type of education. Using multiple data collection methods across case studies and student questionnaires, it demonstrates the necessity of a dual track higher education system based on separate entrance test and admission system to tertiary-level education, which ensures that students have transitional options. Further, it highlights the improvement of teaching quality and student satisfaction with application-oriented higher education and concludes that the international perspectives from higher education should be considered as one of the most significant methods of educational strategies.

This book offers an account of Chinese students'intercultural learning experiences in China-Australia articulation programmes. While these students learn in programmes that Chinese and Australian partner universities collaboratively operate, differences in educational practices still make them encounter barriers. To deal with cross-system differences, some students indicate a positive sense of agency. However, some of them feel disempowered. Notably, many students develop a sense of in-betweenness through learning in such programmes. Based on the investigation, Kun Dai argues that intercultural learning and adjustment in the transnational higher education context may become more complex than other forms of international education.

This book explores how a major Chinese university pivoted to hybrid online and campus education as a result of the COVID-19 pandemic, and the implications of this ‘turning point'for Chinese higher education, and also for higher education globally. It looks at how the prolonged disruption has impacted the design of future hybrid arrangements for university teaching.Presented in four parts, the book unpacks Tsinghua's thoughtful yet swift strides into the new era of ‘global hybrid higher education.'The book examines influential technology, education, policy, and global forces. It studies transformative leadership which guided change and construction of extensive and enabling technological infrastructure. Insights from evaluations of student and faculty experiences, interactions, and activities are accompanied by projections about emerging designs of global hybrid higher education. The research describes future steps for Tsinghua and global universities.Articulating Tsinghua's standing in China and the world, and its contribution to technology and education, this unique research will be of profound interest to students and academics in higher education and education policy and practice, as well as policy experts and higher education leaders around the world.

In this monograph, Lili Yang compares core ideas about the state, society, and higher education in two major world traditions. She explores the broad cultural and philosophical ideas underlying the public good of higher education in the two traditions, reveals their different social imaginaries, and works through five areas where higher education intersects with the individual, society, the state, and the world, intersections understood in contrasting ways in each tradition. The five key themes are: individual student development in higher education, equity in higher education, academic freedom and university autonomy, the resources and outcomes of higher education, and cross-border higher education activities and higher education's global outcomes. In exploring the similarities, Yang highlights important meeting points between the two world views, with the potential to contribute to the mutual understanding and cooperation across cultures.

This book introduces a new typology of “inward- and outward-oriented” higher education internationalization, and investigates China's current situation of shifting from a mainly “inward-oriented” higher education internationalization to a more balanced approach. It describes the gap between China's soft power goals of using higher education internationalization for image and influence enhancement and the reality, and examines the three major dimensions of China's “outward-oriented” higher education internationalization (i.e. the Confucius Institute program based on Sino-foreign higher education collaboration, international development aid in higher education, and higher education level international student recruitment) based on reflections provided by international graduate students in English instruction programs in education-related majors in three Chinese universities. Providing both theoretical insights and real-world examples, this book is suitable for higher education researchers, graduate students in the relevant fields, administrators of higher education institutions, and policymakers in the government sector.

The global order, based on international governance and multilateral trade mechanisms in the aftermath of the Second World War, is changing rapidly and creating waves of uncertainty. This is especially true in higher education, a field increasingly built on international cooperation and the free movement of students, academics, knowledge, and ideas. Meanwhile, China has announced its plans for a'New Silk Road'(NSR) and is developing its higher education and research systems at speed. In this book an international and interdisciplinary group of scholars from Europe, China, the USA, Russia, and Australia investigate how academic mobility and cooperation is taking shape along the New Silk Road and what difference it will make, if any, in the global higher education landscape. Opening chapters present the global context for the NSR, the development of Chinese universities along international models, and the history and outcomes of EU-China cooperation. The flows and patterns in academic cooperation along the NSR as they shape and have been shaped by China's universities are then explored in more detail. The conditions for Sino-foreign cooperation are discussed next, with an analysis of regulatory frameworks for cooperation, recognition, data, and privacy. Comparative work follows on the cultural traditions and academic values, similarities, and differences between Sinic and Anglo-American political and educational cultures, and their implications for the governance and mission of higher education, the role of critical scholarship, and the state and standing of the humanities in China. The book concludes with a focus on the'Idea of a University'; the values underpinning its mission, shape, and purpose, reflecting on the implications of China's rapid higher education development for the geo-politics of higher education itself.

This book explores how students in China vary in their understanding of careers upon arrival at college and how these initial differences develop into distinctive career preparation pathways. Drawing on survey data, students'self-reflections, and semi-structured interviews over the four years, the book examines students'engagement in curricular and extracurricular activities, as well as their interactions with peers, faculty, and staff, and how this affects their ability to navigate, develop, and cultivate career prospects and relevant skills. It also considers how colleges may aggravate social inequality rather than equalize among students with divergent family backgrounds through cumulative advantage framework, impacting on their conceptualization and construction of careers. Addressing a key generation in a key market, this text will interest students, scholars and practitioners in sociology, social work, education, and public policy, career counselling, student affairs, human resources, and education policy.

This book examines how to create world-class, technology-oriented innovation in higher education in China. It also proposes a model in response to the demand for promoting scientific and technological advances and technological innovation in the Chinese higher education system. Moreover, the book explores key concepts, pathways, models, policies, practices, trends and implications, and offers insights into fostering innovation in higher education. Lastly, it discusses how public policy theories can be applied to promote university technology transfer in order to create world-class universities in today's China.

This book examines tensions between the Chinese state and Chinese universities. It looks at the state's demand for political socialization as a restriction on university autonomy and the university's promotion of academic development through promoting academic freedom and fostering critical thinkers, using Jour University in PRC, as a case study.The book focuses on the dynamics and complexity of the interplay between the state, universities, faculty, staff and students in the process of socialization through political education and academic affairs. Theories on political socialization and higher education guide this study. As universities'socio-political task of imbuing students with a certain type of ideology coexists with their role of promoting university autonomy, examining China's higher education system provides important insights as different players'interaction. These present a dynamic picture of role differentiation as a strategy to cope with apolitically restricted autonomy, which challenges some common stereotypes that have been put on Chinese universities within the global community.

This book provides a framework for investigating faculty development in the Chinese higher education system, and proposes a faculty development model, which is subsequently applied to assess the conceptual, practical and strategic dimensions of Chinese faculty development. The proposed framework is primarily based on reconstructing the higher education system. The book focuses on conceptualizing and pursuing faculty development. The intended readership includes researchers with an interest in, or whose work involves, research on faculty development and comparative higher education; administrators and stakeholders in Chinese higher education management; and graduate students majoring or minoring in comparative higher education.

This collection of nine Fulbright educators'narrative accounts examines how these scholars navigated their teaching responsibilities with students, time with fellow colleagues, and cultural expectations in China, ranging from experience in teaching arts and government to questions of religion, emotional literacy, and urban infrastructure. With these contributions, authors analyze their own expectations against their actual experiences in order to offer insights for scholars and students of study abroad programming. As a roadmap for negotiating China's higher education network and for taking advantage of any cross-cultural educational environment, this book highlights the type of fruitful educational programming that can come from cultural, historical, economic, and political difference.

This book is a critical account of the history, evolution and challenges of higher education in mainland China, Taiwan and Hong Kong, with important reflections on other systems, notably those in the US, UK, Korea and Japan. In addition to hardware and software, it introduces the concept of'Soulware'in global higher education and analyses its importance for internationalization and the pursuit of excellence. In an age where robots and artificial intelligence are impacting our jobs and our daily lives, its critical analysis and insightful reflections provide considerable value for a range of global stakeholders interested in higher education reform to nurture talent and promote innovation to prepare students for an unpredictable future.'Professor Kuo's perspective provides considerable value for a range of global stakeholders both in the east and the west. As American universities awake to the realization that the demand for higher education is an increasingly global phenomena, his contribution could not be more timely.'Mike Crow, PhD President, Arizona State University'Way Kuo advances a powerful historical argument for the means to achieve excellence in Asian universities. His recipe is bold leadership, combining excellence in teaching and research, and embracing the lessons of western university successes and failures. A superb combination of history and forward thinking.'Michael Kotlikoff, VMD, PhD Provost, Cornell University'Way's book is not just about the past or the present. Rather, it offers useful insights into the future. In an age where robots and artificial intelligence are impacting our jobs and our daily lives, he introduces the concept of “soulware” and analyzes its importance for higher education.'G. P. “Bud” Peterson, PhD President, Georgia Institute of Technology'Differing from their Western counterparts, Chinese universities will demonstrate their own cultural characteristics. In this regard, Professor Kuo's book offers us many valuable insights.'Yong Qiu, PhD President, Tsinghua University, Beijing'Wisdom is the ultimate goal of higher education. It is the illumination of that wisdom among audiences, English-speaking or Chinese-speaking, to which Way Kuo's book hopes to kindle a spark.'Frank H. Shu, PhD President, 2002-06, National Tsing Hua University, Hsinchu, and University Professor Emeritus, University of California, Berkeley and San Diego

This book provides a fresh and unique overview of the modernization and internationalization of Chinese higher education, focusing on Chinese higher education from 1949 to 2018. It presents the Ontological Positivism Model (Conceptualization-Explicit-Formal-Share), concentrating on concepts of Chinese higher education.The book is intended for scholars and researchers in the field of comparative higher education, administrators and stakeholders in education management and graduate students majoring in higher education.

This book constructs a model of the knowledge value chain in the university and analyzes the university knowledge value-added mechanism in the process of Industry-University Collaborative Innovation. The efficiency of university knowledge value-added of Provinces in China is measured. The book illustrates the operating mechanism between enterprise subsystems and college subsystems in the collaborative innovation system, and establishes a Data Envelopment Analysis (DEA) model with parallel decision making units to assess the performance of Industry-University Collaboration Innovation in China by considering the complex internal structure of the collaborative innovation system. The book also addresses various behaviors of knowledge agents in the knowledge sharing process.The research findings of this book will provide some policy implications to help policy makers to establish a more effective collaborative and interactive innovation system. The focus on China offers a unique contribution, because the form that university-industry collaborations take differs widely from country to country. The United States, the United Kingdom, Japan, and China differ vastly in the way that they implement their respective R&D policies. Some of these differences stem from national culture, others from the historical evolution of the institutions that support innovation efforts, and some from the extent of available resources.

This book examines the globalization trends in higher education from an international political science perspective, using Nye's theory of soft power to explore the rationale behind it. It focuses on conceptualizing the Soft Power Conversion Model of Higher Education, which is embedded in the globalization of higher education, and analyzes the globalization of Chinese higher education reform.Also, this book provides innovative and unique viewpoints on conceptualizing and mapping the globalization and internationalization of higher education, especially for current Chinese higher education (1949-2016). It discusses and illustrates cutting-edge concepts of global higher education, such as global learning, global competency, and global citizenship and refines them in the conceptualized soft power conversion model of higher education.This book reports on and enriches the theoretical concept of global education, and provides practical insights into global learning, global citizenship and global competency for Chinese undergraduate students.

This book offers international readers a comprehensive introduction to higher education in China, and will help readers around the globe make sense of the huge and complex machinery that makes up the university and college sector in China today. It accompanies readers step by step, allowing them to understand the most important aspects of this sector in China – its history and development, its scope and structure, its operational system and management, and its enrollment and employment processes. It also provides an overview of the various levels of higher education in China, namely: specialized higher education, undergraduate education, postgraduate education, research and faculty. In short, the book will tell you what higher education in China is and how it works. While economic globalization and internationalization of higher education have greatly reduced the differences among educational systems in various countries, it cannot be denied that any given country's higher education system needs to be deeply rooted in its culture and traditions. In this book, we highlight several distinctive characteristics of higher education in China, including: the ancient roots and modern history, massive scale, diversity, and centralized management and pragmatic trends.

This book is a reflection on the complexity of educational change in China through the lens of a senior academic who has occupied many diverse roles in the academe, from political worker to dean of faculty. It narrates his journey through different layers of historical, societal, and institutional transformation while trying to make sense of his own life and work. In this book, the professor is situated at the intersection of history, culture, and society where the search for personal identity becomes a lifelong project. Landmarks in his intellectual journey are used to elucidate the effects of early influences, significant others, challenges and opportunities, human agency, and professional capital. His story illustrates the vicissitudes of a long career that combines scholarship and administration, and offers lessons for survival, advancement, and leadership in the fluid environment of Chinese higher education institutions.

This edited book is about the rationale, practice and classroom implementation of English-medium instruction courses in Chinese universities. It specifically focuses on classroom discourse analysis across different disciplines and settings. The main themes of this book are: describing the state educational policies toward English-medium instruction at the tertiary level; distinguishing English-medium instruction from mainstream foreign language learning; analyzing curricula and discourse at the classroom level and evaluating the learning effectiveness of these courses. This book covers the widespread implementation of English-medium courses in China across different disciplines, and it provides a window for researchers and practitioners from other parts of the world to see the curriculum design, lesson planning, discourse features and teacher-student interaction in English-medium classrooms in China. Contributors to this volume consists of a panel of highly respected researchers in the fields of bilingual education, English-medium instruction, classroom discourse analysis and language program evaluation.Chapters include, Balance of Content and Language in English-Medium Instruction Classrooms English-Medium Instruction in a Math Classroom: An Observation Study of Classroom Discourse Asking and answering questions in EMI classrooms: What is the Cognitive and Syntactic Complexity Level?

This book provides an essential source for higher education teachers and student affair professionals in China and around the globe, who seek to deepen their understanding of Chinese undergraduate students they work with so as to promote their learning and development. Drawn from interview data with 64 college students in five colleges along with survey data with more than 23,000 students from 21 institutions in mainland China, this book examines student learning and college experiences from the students'own perspectives. Researchers with a focus on Chinese higher education have reported on large-scale student surveys that have sprouted in recent years. While these surveys facilitate national and international comparison, uphold academic rigor and shift institutional attention towards student learning, this book will investigate the same important topic but with a different approach that seeks to understand college student life as told by themselves. Beyond Subject Matters: What I Have Learned in College? Student Learning and Development in Curricular Programs Student Learning and Development in Co-curricular and Extra-curricular Activities Student Learning and Development at Work, at Play and in Relationships c

This book investigates the changing opportunities in higher education for different social groups during China's transition from the socialist regime to a market economy. The first part of the book provides a historical and comparative analysis of the development of the idea of meritocracy, since its early origins in China, and in more recent western thought. The second part then explores higher education reforms in China, the part played by supposedly meritocratic forms of selection, and the implications of these for social mobility. Based on original empirical data, Ye Liu sheds light on the socio-economic, gender and geographical inequalities behind the meritocratic façade of the Gaokao (高考). Liu argues that the Chinese philosophicalbelief in education-based meritocracy had a modern makeover in the Gaokao, and that this ideology induces working-class and rural students to believe in upward social mobility through higher education. When the Gaokao broke the promise of status improvement for rural students, they turned to the Chinese Communist Party and sought political connections by actively applying for its membership. This book reveals a bleak picture of visible and invisible inequality in terms of access to and participation in higher education in contemporary China. Written in an accessible style, it offers a valuable resource for researchers and non-specialist readers alike.

Professor Pan Maoyuan is a distinguished educationist on higher education in China. This anthology includes Pan's representative essays at different times, which are independent from but have logical connections with one another. Some essays focus on elaborating the basic rules of education and its application, and probing the key features of the teaching principle during the teaching process of higher education. Meanwhile, some essays are mainly about the practice of higher education, including a profound exploration of the serious theoretical and practical problems during different periods in China's higher education developments so as to find out scientific and feasible ideas as well as measures to solve the problems. Readers would get a better understanding of higher education research in China and get more acquainted with the country's higher education development over the past few decades. Readers would also obtain valuable insight by comparing China with the development of higher education system in other countries.

Die BeiträgerInnen des vorliegenden Sammelbandes setzen sich mit unterschiedlichen Spannungsfeldern und Widersprüchen des Themas Risiko und Soziale Arbeit auseinander. Dabei vermischen sich strukturelle Risikofaktoren mit individuellen Gefährdungslagen, politische Unwägbarkeiten mit einer oft sozialarbeitskritischen Öffentlichkeit, Wünsche nach professioneller und organisationaler Absicherung mit persönlicher Risikobereitschaft und (post)heroischem Risikomanagement.

In Liberal Arts Education in a Changing Society: A New Perspective on Chinese Higher Education You Guo Jiang, S. J. provides a unique focus on the re-emergence of liberal arts education in China. This is the first book that explores in depth the development of liberal arts education in China.Through the extensive use of first hand materials relating to the liberal arts and current viewpoints of Chinese scholars and higher education leaders, Jiang concludes that China must implement a good liberal arts education program to form responsible global citizens.

This book will examine how universities in China and the US are responding to markets and increasing global competition. For both countries, a university education is seen as key to economic development. While China and the US have two very different political systems, they represent the two largest economies in the world and share beliefs that higher education plays an integral role to economic development. The book will bring together scholars with multiple perspectives on the topic to create dialogue around similarities and differences. This book will appeal to students, scholars, and higher educational administrators in both countries and other countries as well who are seeking to understand the strategic change in higher education in both China and the US. ​

The Yuanpei program is an institution wide curriculum innovation, modeling on the core curriculum in Harvard which is committed to carrying out general education. This research investigated the major conflicts that arose in the process of initiation and implementation of the Yuanpei program, how these conflicts evolved during the process, and what were the sources of these conflicts. The conflict model, primarily derived from conflict theory, was adopted to interpret and analyze the process of curriculum innovation in this context. The study employed a qualitative case study approach. Data were collected primarily through interviews, observations and document analysis. The administrators, teachers and students were interviewed to gain insight into major conflicts arose, their processes and sources in process of the curriculum innovation. The researcher primarily observed program practices and operations, including program setting, the human, social environment (how participants interact and communicate), and program activities and participant behaviors. The researcher distinguished between conceptual conflicts and practical conflict in light of the different stages in which conflicts emerged. The researcher mainly identified three conceptual conflicts that represent the focus of debates: first, the two opposing opinions on how to balance between general education and specialized education; second, potential incongruence in the idea of the Yuanpei program; third, conflict between the changing need of society and traditional system of training. The researcher summarized four categories of practical conflicts in light of various issues: free-course selection, free-major selection, faculty advisor as well as general education elective courses, in each of which sub-themes were identified and analyzed. The researcher described how both conceptual and practical conflicts evolved. Each major conceptual conflict seems to go through similar stages based on the data, involving issue, confrontation and integration of claims of both sides. For practical conflicts, factors contributing to the escalation and de-escalation, moderation of conflicts were found by the researcher. The research identified different roles, incompatible values, contested resources and structural constraints as the main sources of conflict. Any conflict may involve more than one category or may be mainly due to one category. As such, the study is exploratory and contributes to the scholarship on educational change through its analysis of the curriculum innovation for general education in Peking University.

Renowned as one of the most distinguished universities in the world, Peking University (PKU or, colloquially,'Beida') has been at the forefront of higher education in China since its inception. Its roots arguably date to the origin of Chinese higher education. Hao Ping traces the intricate evolution of the university, beginning with the preceding institutions that contributed to its establishment, and stretching from the first Opium War of 1839 through the first of several eye-opening defeats for the then-isolated Middle Kingdom to the Xinhai Revolution and the early days of the Republic of China. Hao Ping chronicles the contentious debates between reform-minded leaders who championed Western models of learning and conservatives who favored the traditional schooling and examination system, providing readers with details about the workings of the imperial court as well as the individual officials and scholars involved in Chinese educational reform. This authoritative history of the founding of Peking University defends the university's claim to be the first modern university in China and offers insight into the formation of higher education as it exists in China today.

This publication aims to provide a comprehensive and up-to-date overview of tertiary education in China. It is the result of a partnership established between the World Bank and the Shanghai Jiao Tong University's Graduate School of Education to collect and disseminate information on higher education in the China. Inspired by the OECD's annual “Education at a Glance” publication, it presents data collected from several sources, including statistical publications such as the National Statistics on Education Yearbook and other statistical yearbooks, government authorities such as the Chinese Ministry of Education, and other sources, and is a significant and timely contribution to the literature and data on global tertiary education. As such, it should constitute a valuable resource for students, scholars, and policy makers interested in understanding tertiary education in the world's most populous country.

“Obviously, you are not chanting the exultations of China which many of my country people are used to listening to.” A Chinese scholar recognizes that this book is not a further attempt to curry favor with China by tickling its leaders'ears. This book examines what is right and the truth about what is wrong with English language education in Chinese colleges and universities. As our Chinese colleague further states, “Most Chinese are learning English like one learning swimming ashore.”We have been writing about these shortcomings for ten years. It arises because administrators posted to their positions due to party affiliation and good standing, are basically ignorant of administration and educational matters. “The VIPs of EEC believe that they know, while they don't, what are under their supervision; the professionals of EEC believe that what they are doing academically is helpful while it's not. The two types are making the common non-professional people believe that they are knowingly reliable while they are not.... The educated, as well as the illiterate, do not know what to do and what not to do, what is correct and what is wrong, what is worthy and what is not, etc. The weakness, from the historical perspective, is also a consequence of modern Chinese history whose knowledge most Chinese people are poor at but reluctant to admit.”This book could not be published within China due to its truthfulness.

Despite radical and fundamental reform of the Chinese higher education system, very little is known about this outside China. The past decade has seen radical reform of all levels of China's education system as it attempts to meet changing economic and social needs and aspirations: this has included transformation of university curricula, pedagogy and evaluation measures, rapidly increasing joint research and degree programmes between Chinese universities and universities abroad, and very large numbers of Chinese students studying at universities outside China.This book describes the historical, cultural, intellectual and contemporary background and contexts of the reform and internationalisation of higher education in China. It discusses these changes, outlines the challenges posed by the changes for university administrators, faculty, researchers, students and those working with Chinese academics and students in China and abroad, and assesses the impact, and evaluates the success, of the changes. Most importantly, it considers how this mobility of people and ideas across educational systems and cultures can contribute to new ways of working and understanding between Western and Chinese academic cultures. The book is a companion to Education Reform in China, which focuses on reform at the early childhood, primary and secondary levels.

The Chinese higher education sector is an area subject to increasing attention from an international perspective. Written by authors centrally located within the education system in China, Development and Reform of Higher Education in China highlights not only the development of different aspects of higher education, but also the reform of the education system and its role in the educational and social development of the country. This book analyses recently collected data from the National Bureau of Statistics of China and the work of leading scholars in the field of higher education. It highlights the marketization of state-owned institutions and the increasing importance of the internationalization of higher education – two important features of education in a modern and global context. - Rich statistical data - Sound theoretical foundation - Provides a comprehensive and comparative study of national data sources and leading scholars

A major transformation of Chinese higher education (HE) has taken place over the past decade – China has reshaped its higher education sector from elite to mass education with the number of graduates having quadrupled to three million a year over six years. China is exceptional among lower income countries in using tertiary education as a development strategy on such a scale, aiming to improve the quality of its graduates, and make HE available to as many of its citizens as possible. This book provides a critical examination the challenges to the development and sustainability of higher education in China: Can its universities move from quantity to quality? How will so many graduates find jobs in line with their expectations? Can Britain and other western countries continue to benefit from China's education boom? What are the prospects for collaboration in research? This book evaluates the prospects for Chinese and foreign HE providers, regulators and other stakeholders. It introduces the key changes in China's HE programme since the Opening-Up policy in 1978 and analyses the achievements and the challenges over the subsequent three decades. Furthermore, it sheds light on new reforms that are likely to take place in the future, particularly as a result of the ongoing international financial crisis.

China's adult and continuing education institutions have launched comprehensive reforms in order to meet the increasing demands for professional training. With decentralization and marketization becoming global trends in reforming public sectors across the world, China's adult and continuing education institutions have also adopted these policies in their restructuring. The present research presents a holistic picture of the restructuring of China's adult and continuing education. The global and local forces that are driving the decentralization and marketization of China's adult and continuing education such as the development of the market economy in the country, the rising demand for professional talent, the impact of the increasing enrollment in China's regular higher education institutions, and the external influence of educational reforms are identified and examined.

Higher Education as a Field of Study in China: Defining Knowledge and Curriculum Structure concerns the complexity of higher education as an academic field_the evolving nature of the field in light of the overall development of higher education in China. It reviews how higher education as a field of study has evolved in China since 1978 and how the field has been shaped by political and social forces, as well as institutional culture. Xin Wang argues that higher education is becoming an interdisciplinary field rather than a subfield under the discipline of education, especially when higher education has become an enterprise with such a broad scope in China. Wang also expresses a belief that the field of higher education is being challenged by the professional need for preparing and training competent professionals for various administrative positions in China. Higher education as a field will be professionalized with its own knowledge base and a set of skills in applying this knowledge to practical areas. This book also provides an account of the U.S. model of higher education as an example_how the field was formed and developed, how it has evolved from a generalized area of inquiry into a professional specialization, how programs of higher education are structured, what classes they offer, and what challenges they face. The U.S. model presents a comparative perspective for Chinese scholars and program directors about higher education as a field of study.

During the days in the field, we got to know the farmers... They are unpretending, loyal, and warm-hearted. This experience is a rich treasure in my life. - Zhang Ziqin, course participant. Across China, university staff, researchers, students, and farmers are joining forces to promote rural development studies. Learning from the Field shows how these traditionally disparate groups can work together for curriculum reform. The book showcases the manner in which innovative ideas about curriculum reform are born, put into practice, and further refined through a joint experiential, learning-by-doing.

Globalization and internationalization are salient features of our times in significant modern and post-modern social theories. This study contributes to the literature, and delineates a comprehensive picture of China's higher education internationalization, with an analysis of its costs and benefits, set in an international comparative perspective.