Pub Date : 2023-05-01DOI: 10.1177/2212585x231173135
Jiahui Luo, Cecilia K. Y. Chan
Over the past two decades, China has formulated a series of policies regarding how to assess students’ holistic development, aiming to transform its highly exam-oriented culture which traditionally emphasises knowledge transmission and book learning. Although the efforts have met with some success, various issues persist when bringing such policies into practice. This article has three goals — (1) to outline the 20 years of assessment policies of students’ holistic development under the holistic suzhi assessment scheme in China, (2) to explore how these policies have been translated into practice and the issues arose from practice, and (3) to discuss the potential implications for nurturing and assessing students’ holistic development in times of increasing uncertainties.
{"title":"Twenty years of assessment policies in China: A focus on assessing students’ holistic development","authors":"Jiahui Luo, Cecilia K. Y. Chan","doi":"10.1177/2212585x231173135","DOIUrl":"https://doi.org/10.1177/2212585x231173135","url":null,"abstract":"Over the past two decades, China has formulated a series of policies regarding how to assess students’ holistic development, aiming to transform its highly exam-oriented culture which traditionally emphasises knowledge transmission and book learning. Although the efforts have met with some success, various issues persist when bringing such policies into practice. This article has three goals — (1) to outline the 20 years of assessment policies of students’ holistic development under the holistic suzhi assessment scheme in China, (2) to explore how these policies have been translated into practice and the issues arose from practice, and (3) to discuss the potential implications for nurturing and assessing students’ holistic development in times of increasing uncertainties.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47123902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1177/2212585x231179725
Y. Wei
“National Regional, Rural and Remote Tertiary Education Strategy Final Report” is a national strategic policy aimed at promoting higher education development and personal education welfare of Australians in regional, remote and rural areas (RRR areas). The strategy clarifies the disadvantages of higher education in RRR areas, including fewer educational opportunities, less students' aspirations and slow regional development. It proposes specific measures in 7 areas like support for learning opportunities, financial subsidies and emotional support. This paper uses literature review and adopts “Four Stages of Policy Borrowing in Education” theory as theoretical framework to discuss policy transfer possibility. This paper focuses on the theoretical inspiration level. In stage 1, it discusses the policy background and similar education context in two countries, to clarify the “cross-national attraction” and provides comparative value for higher education of ethnic minorities and rural areas in China. In stage 2, the paper discusses the “decision” and “implementation” of the policy. In stage 3, it focuses on “internalization”, it provides new ideas for development and puts forward four suggestions for improving the higher education of ethnic minorities in remote areas in China, including policy position, policy system innovation, course design and integration.
{"title":"The study of higher education policy in remote rural areas of Australia——what can China learn","authors":"Y. Wei","doi":"10.1177/2212585x231179725","DOIUrl":"https://doi.org/10.1177/2212585x231179725","url":null,"abstract":"“National Regional, Rural and Remote Tertiary Education Strategy Final Report” is a national strategic policy aimed at promoting higher education development and personal education welfare of Australians in regional, remote and rural areas (RRR areas). The strategy clarifies the disadvantages of higher education in RRR areas, including fewer educational opportunities, less students' aspirations and slow regional development. It proposes specific measures in 7 areas like support for learning opportunities, financial subsidies and emotional support. This paper uses literature review and adopts “Four Stages of Policy Borrowing in Education” theory as theoretical framework to discuss policy transfer possibility. This paper focuses on the theoretical inspiration level. In stage 1, it discusses the policy background and similar education context in two countries, to clarify the “cross-national attraction” and provides comparative value for higher education of ethnic minorities and rural areas in China. In stage 2, the paper discusses the “decision” and “implementation” of the policy. In stage 3, it focuses on “internalization”, it provides new ideas for development and puts forward four suggestions for improving the higher education of ethnic minorities in remote areas in China, including policy position, policy system innovation, course design and integration.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48164112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/2212585X231162118
T. Malik
Organisational literature draws a tension between technical and conformance goals and means for socio-economic development and the merits of one versus the other. However, the tension between the technical and conformance core might be transitive when the focus shifts from evaluating the outcome to assessing the intentions. This study addresses this issue in the context of the Sino-foreign university alliance and its technical-conformance tension at the earlier stages of organisational development through innovativeness. How does conformance influence the link between the intended technical core and organisational innovativeness? This study addresses the question of the tension and transition between conformance and technical core devices used in the strategic alliance formation between universities. We used a unique set of data: the MOU (memorandum of understanding) signed for the Sino-foreign alliance in the internationalisation of Chinese universities. Based on 831 MOUs (1994 to 2013) available in the press release, we coded and developed integrated three main concepts: innovativeness (dependent variable), technical core for technical devices, and conformance for normative devices. After normalising and standardising the dependent variable, we tested the direct and interaction effects. The main effect of the technical core is positive, but the main effect of the conformance core is negative. Thus, the interaction between them is positive. Furthermore, the path of the conformance-to-technical core has stronger effects on the negative correlation than the path from technical-to-conformance.
{"title":"Tension and transition between technical and conformance devices in sino-foreign university alliances towards innovativeness","authors":"T. Malik","doi":"10.1177/2212585X231162118","DOIUrl":"https://doi.org/10.1177/2212585X231162118","url":null,"abstract":"Organisational literature draws a tension between technical and conformance goals and means for socio-economic development and the merits of one versus the other. However, the tension between the technical and conformance core might be transitive when the focus shifts from evaluating the outcome to assessing the intentions. This study addresses this issue in the context of the Sino-foreign university alliance and its technical-conformance tension at the earlier stages of organisational development through innovativeness. How does conformance influence the link between the intended technical core and organisational innovativeness? This study addresses the question of the tension and transition between conformance and technical core devices used in the strategic alliance formation between universities. We used a unique set of data: the MOU (memorandum of understanding) signed for the Sino-foreign alliance in the internationalisation of Chinese universities. Based on 831 MOUs (1994 to 2013) available in the press release, we coded and developed integrated three main concepts: innovativeness (dependent variable), technical core for technical devices, and conformance for normative devices. After normalising and standardising the dependent variable, we tested the direct and interaction effects. The main effect of the technical core is positive, but the main effect of the conformance core is negative. Thus, the interaction between them is positive. Furthermore, the path of the conformance-to-technical core has stronger effects on the negative correlation than the path from technical-to-conformance.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42922280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/2212585X231155958
Lam Man-Ho Adrian
Since the introduction of the learning-to-learn reform in 2000, Hong Kong policy-makers indicated that they would engage extensively and continuously in policy borrowing based on other high-performing jurisdictions worldwide. An illustrative example is the introduction of the 3 + 3 + 4 New Academic Structure since 2009. However, one of the areas that remain unexplored is the introduction of a broadening General Education among all eight publicly funded universities in the additional year of the four-year undergraduate education. Through narrative review on the basis of Ochs and Phillips’s theoretical model of policy borrowing in education, this article aims to offer an overview of the introduction of General Education among these universities and how it has been undergoing the four respective stages of (1) cross-national attraction; (2) decision; (3) implementation; and (4) internalisation or indigenisation. This will touch upon evaluating the key features being borrowed, adapted, and implemented, reviewing the relevant processes and outcomes, as well as highlighting the issues and challenges that have been and will be experienced. All these evidence-based perspectives can allow practitioners, policymakers, and researchers to better understand the complex policy borrowing process of General Education as a global educational initiative.
{"title":"Navigating the policy borrowing process of general education among the eight publicly funded universities in Hong Kong","authors":"Lam Man-Ho Adrian","doi":"10.1177/2212585X231155958","DOIUrl":"https://doi.org/10.1177/2212585X231155958","url":null,"abstract":"Since the introduction of the learning-to-learn reform in 2000, Hong Kong policy-makers indicated that they would engage extensively and continuously in policy borrowing based on other high-performing jurisdictions worldwide. An illustrative example is the introduction of the 3 + 3 + 4 New Academic Structure since 2009. However, one of the areas that remain unexplored is the introduction of a broadening General Education among all eight publicly funded universities in the additional year of the four-year undergraduate education. Through narrative review on the basis of Ochs and Phillips’s theoretical model of policy borrowing in education, this article aims to offer an overview of the introduction of General Education among these universities and how it has been undergoing the four respective stages of (1) cross-national attraction; (2) decision; (3) implementation; and (4) internalisation or indigenisation. This will touch upon evaluating the key features being borrowed, adapted, and implemented, reviewing the relevant processes and outcomes, as well as highlighting the issues and challenges that have been and will be experienced. All these evidence-based perspectives can allow practitioners, policymakers, and researchers to better understand the complex policy borrowing process of General Education as a global educational initiative.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46264761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/2212585X221144924
Akhil Bhardwaj, Mohan Kumar
This paper will trace trends in cooperation and contestation in the higher education space, as a possible driver of wider change in the soft power of a nation. While countries in North America and Europe increasingly contend with the idea of knowledge societies, emerging countries such as China and India are found to be building their own capacities and staking claims for leadership in various ways. One of the important aspects of Chinese and Indian attempts towards developing an effective knowledge society for the holistic development of the two countries is to build a network of quality higher education Institutions through path breaking schemes and subsidiaries ultimately benefiting their Universities and Institutions to be globally benchmarked. This includes Chinese initiatives like Project 985, C-9 League and Project 211 (as well as programmes within the umbrella of Belt and Road) and Indian Initiatives like the Institutions of Eminence and Study in India to name a few. The paper also proposes to analyse the changing mind-set of the two Governments especially CPC in China towards the need of projecting its knowledge society at the global platform. Given this scenario, the paper will outline patterns of change and continuity, hoping to stimulate a more dynamic debate on diverse notions of order articulated through processes of knowledge creation and dissemination. The recent experience of Higher education and its internationalisation being no longer immune from systemic forces and developments in geopolitics and diplomacy, we will argue that the potential of education to shape and reshape the global order demands closer, longue duree investigation.
{"title":"The Incremental Role of Higher Education in the Soft Power Milieu: Impressions From China and India","authors":"Akhil Bhardwaj, Mohan Kumar","doi":"10.1177/2212585X221144924","DOIUrl":"https://doi.org/10.1177/2212585X221144924","url":null,"abstract":"This paper will trace trends in cooperation and contestation in the higher education space, as a possible driver of wider change in the soft power of a nation. While countries in North America and Europe increasingly contend with the idea of knowledge societies, emerging countries such as China and India are found to be building their own capacities and staking claims for leadership in various ways. One of the important aspects of Chinese and Indian attempts towards developing an effective knowledge society for the holistic development of the two countries is to build a network of quality higher education Institutions through path breaking schemes and subsidiaries ultimately benefiting their Universities and Institutions to be globally benchmarked. This includes Chinese initiatives like Project 985, C-9 League and Project 211 (as well as programmes within the umbrella of Belt and Road) and Indian Initiatives like the Institutions of Eminence and Study in India to name a few. The paper also proposes to analyse the changing mind-set of the two Governments especially CPC in China towards the need of projecting its knowledge society at the global platform. Given this scenario, the paper will outline patterns of change and continuity, hoping to stimulate a more dynamic debate on diverse notions of order articulated through processes of knowledge creation and dissemination. The recent experience of Higher education and its internationalisation being no longer immune from systemic forces and developments in geopolitics and diplomacy, we will argue that the potential of education to shape and reshape the global order demands closer, longue duree investigation.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46652913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/2212585X231161859
Huan Li, J. Yu, Yueling Luo, Congyun Guo
The disability resource centers (DRCs) of world-class universities play a central role in achieving the goal of promoting inclusion and equity in higher education. To provide a reference for the development of inclusive education in China’s double first-class universities, the DRCs of the top 10 universities were selected as typical cases to analyze their experiences and dilemmas. Regarding service mechanisms, DRCs aimed to ensure equitable access so that students with disabilities (SWD) could fully and holistically participate in universities, thereby improving inclusion on campus. In addition, DRCs established official websites as a service platform and developed clear service procedures and grievances to ensure the quality of service. Regarding service content, DRCs emphasized enhancing the disability awareness of campus members and provided support and services for SWD in their study, life, and employment to ensure that SWD could receive high-quality higher education. However, DRCs also suffered from dilemmas of low service application rates, flawed service mechanisms, and controversial service quality. Accordingly, suggestions and implications are proposed to improve inclusion and equity in China’s double first-class universities, including establishing a collaborative disability service system with DRCs as the core, optimizing the service mechanism, and providing personalized and diversified support service content.
{"title":"Inclusion and equity: Experiences and dilemmas of disability resource centers at world-class universities","authors":"Huan Li, J. Yu, Yueling Luo, Congyun Guo","doi":"10.1177/2212585X231161859","DOIUrl":"https://doi.org/10.1177/2212585X231161859","url":null,"abstract":"The disability resource centers (DRCs) of world-class universities play a central role in achieving the goal of promoting inclusion and equity in higher education. To provide a reference for the development of inclusive education in China’s double first-class universities, the DRCs of the top 10 universities were selected as typical cases to analyze their experiences and dilemmas. Regarding service mechanisms, DRCs aimed to ensure equitable access so that students with disabilities (SWD) could fully and holistically participate in universities, thereby improving inclusion on campus. In addition, DRCs established official websites as a service platform and developed clear service procedures and grievances to ensure the quality of service. Regarding service content, DRCs emphasized enhancing the disability awareness of campus members and provided support and services for SWD in their study, life, and employment to ensure that SWD could receive high-quality higher education. However, DRCs also suffered from dilemmas of low service application rates, flawed service mechanisms, and controversial service quality. Accordingly, suggestions and implications are proposed to improve inclusion and equity in China’s double first-class universities, including establishing a collaborative disability service system with DRCs as the core, optimizing the service mechanism, and providing personalized and diversified support service content.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46833655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/2212585X221144731
Yuning Fang, Xu Liu
In the age of higher education globalization and marketization, regional development of higher education in China diversifies as a result of the processes of decentralization both localize and stratify the Chinese institutions. The higher education sector in Shenzhen has developed rapidly over the last four decades and it is now home to a number of leading universities and colleges as an emerging education hub in South China. This paper aims to understand the local process in Shenzhen, through a case study of its higher education sector, drawing on interviews with city policymakers and university managers as well as other extent literature and materials. By dividing the process into three different phases, this paper begins by providing a periodized description of the higher education development in the city. Then, it summarizes Shenzhen’s experience in promoting its higher education through negotiating with and navigating within the existing policy framework. Finally, it concludes by discussing a potential ‘Shenzhen model’ of higher education development and providing further information for international scholars to better understand the higher education development in the city context of China.
{"title":"Urban higher education development with Chinese characteristics–The case of Shenzhen","authors":"Yuning Fang, Xu Liu","doi":"10.1177/2212585X221144731","DOIUrl":"https://doi.org/10.1177/2212585X221144731","url":null,"abstract":"In the age of higher education globalization and marketization, regional development of higher education in China diversifies as a result of the processes of decentralization both localize and stratify the Chinese institutions. The higher education sector in Shenzhen has developed rapidly over the last four decades and it is now home to a number of leading universities and colleges as an emerging education hub in South China. This paper aims to understand the local process in Shenzhen, through a case study of its higher education sector, drawing on interviews with city policymakers and university managers as well as other extent literature and materials. By dividing the process into three different phases, this paper begins by providing a periodized description of the higher education development in the city. Then, it summarizes Shenzhen’s experience in promoting its higher education through negotiating with and navigating within the existing policy framework. Finally, it concludes by discussing a potential ‘Shenzhen model’ of higher education development and providing further information for international scholars to better understand the higher education development in the city context of China.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41365179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/2212585X231156996
Ting Huang, Si Chen, Jia Lin, Aijuan Cun
Pursuing equity and diversity on internationalized higher education campuses has become an urgent agenda. Chinese Graduate Teaching Assistants (GTAs) do not always have smooth experiences with this internationalization. While they are often overlooked in racial discussion in the U.S., they cannot escape the racial and cultural inequalities in the same context. Using Bronfenbrenner’s bioecological systems (2005) and Lee’s neo-racism (2020) as analytical lenses, this study revealed the racial and cultural challenges experienced by 21 Chinese at micro-, meso-, exo-, macro-, and chrono-levels. The study helps educators charged with the complexity of Chinese GTAs’ plights by considering contextual influences using critical concepts (e.g., neo-racism). This study is significant in addressing unique equity and diversity issues in globalized higher education using both phenomenological and critical perspectives. Finally, we call for actions on the part of higher education institutions to create more equitable and caring systems to improve all students’ academic and sociocultural experiences.
{"title":"Marginalized, silenced, and struggling: Understanding the plights of Chinese graduate teaching assistants","authors":"Ting Huang, Si Chen, Jia Lin, Aijuan Cun","doi":"10.1177/2212585X231156996","DOIUrl":"https://doi.org/10.1177/2212585X231156996","url":null,"abstract":"Pursuing equity and diversity on internationalized higher education campuses has become an urgent agenda. Chinese Graduate Teaching Assistants (GTAs) do not always have smooth experiences with this internationalization. While they are often overlooked in racial discussion in the U.S., they cannot escape the racial and cultural inequalities in the same context. Using Bronfenbrenner’s bioecological systems (2005) and Lee’s neo-racism (2020) as analytical lenses, this study revealed the racial and cultural challenges experienced by 21 Chinese at micro-, meso-, exo-, macro-, and chrono-levels. The study helps educators charged with the complexity of Chinese GTAs’ plights by considering contextual influences using critical concepts (e.g., neo-racism). This study is significant in addressing unique equity and diversity issues in globalized higher education using both phenomenological and critical perspectives. Finally, we call for actions on the part of higher education institutions to create more equitable and caring systems to improve all students’ academic and sociocultural experiences.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43145459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/2212585X231163388
Dagmara Dobosz, Hewilia Hetmańczyk
Students’ well-being in China seems to be insufficiently researched. This article reviews the recent literature on Chinese students' well-being to illustrate the relationship that exists between mental health and education as well as to identify implications for improving well-being. Eighteen articles published between 2012 and 2022 were reviewed and selected according to a systematic protocol. It was found that the reviewed papers focused on 4 areas: analyses of well-being in the context of implications for the study process, analyses of students’ wellbeing in the context of various characteristics yet without direct implications for the study process, studies of well-being conducted among medical students and in relation to Chinese students studying abroad.
{"title":"Well-being of Chinese students - a review in the context of implications for the educational proces","authors":"Dagmara Dobosz, Hewilia Hetmańczyk","doi":"10.1177/2212585X231163388","DOIUrl":"https://doi.org/10.1177/2212585X231163388","url":null,"abstract":"Students’ well-being in China seems to be insufficiently researched. This article reviews the recent literature on Chinese students' well-being to illustrate the relationship that exists between mental health and education as well as to identify implications for improving well-being. Eighteen articles published between 2012 and 2022 were reviewed and selected according to a systematic protocol. It was found that the reviewed papers focused on 4 areas: analyses of well-being in the context of implications for the study process, analyses of students’ wellbeing in the context of various characteristics yet without direct implications for the study process, studies of well-being conducted among medical students and in relation to Chinese students studying abroad.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45823863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/2212585X231162208
Hongqing Yang
China’s regulatory framework for transnational higher education (TNHE) is important for foreign higher education institutions (HEIs) to access the Chinese education market and for TNHE to operate in China. First, this research synthesizes China’s regulatory framework for TNHE. Second, through documentary analysis, this research examines policy development and its impacts on TNHE. Third, through institutional logics analysis, this research analyzes the rationales for policy development. It finds that the development of TNHE is driven by China’s development demands, the forces of social demands, and the challenges of globalization. China is expanding its openness to education by allowing for-profit, foreign majority-owned, and wholly foreign-owned HEIs and granting them legal status and more autonomy. TNHE is transiting from quantity to quality, China has established a quality assurance system. In the meantime, the development of TNHE is restricted by China’s concerns on national educational sovereignty. China always emphasizes its educational sovereignty and social values. This suggests that China aims to utilize TNHE to serve its development while guaranteeing its educational sovereignty and social values.
{"title":"China’s Regulatory Framework for Transnational Higher Education: Development, Impacts, and Rationales","authors":"Hongqing Yang","doi":"10.1177/2212585X231162208","DOIUrl":"https://doi.org/10.1177/2212585X231162208","url":null,"abstract":"China’s regulatory framework for transnational higher education (TNHE) is important for foreign higher education institutions (HEIs) to access the Chinese education market and for TNHE to operate in China. First, this research synthesizes China’s regulatory framework for TNHE. Second, through documentary analysis, this research examines policy development and its impacts on TNHE. Third, through institutional logics analysis, this research analyzes the rationales for policy development. It finds that the development of TNHE is driven by China’s development demands, the forces of social demands, and the challenges of globalization. China is expanding its openness to education by allowing for-profit, foreign majority-owned, and wholly foreign-owned HEIs and granting them legal status and more autonomy. TNHE is transiting from quantity to quality, China has established a quality assurance system. In the meantime, the development of TNHE is restricted by China’s concerns on national educational sovereignty. China always emphasizes its educational sovereignty and social values. This suggests that China aims to utilize TNHE to serve its development while guaranteeing its educational sovereignty and social values.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43994967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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