Pub Date : 2022-03-04DOI: 10.1080/10611932.2022.2037402
Liao Zhonglu
Abstract As the number of graduates from institutions of higher education has soared year after year, alongside growth in the demand for high-end talent posed by economic development, a growing number of graduates from undergraduate programs are choosing to continue on to receive graduate education, so as to improve their competitive advantage in the labor market. This paper conducted empirical analysis on data from the Beijing College Students Panel Survey. Studies have found that, among undergraduate students who graduated from institutions of higher education in Beijing in 2010 and 2012, approximately one third chose to continue on to receive graduate education, and both the family background and academic performance of those students who pursued graduate education were significantly better than the students who sought employment directly after graduation. Further analysis indicated that, with respect to access to domestic opportunities for graduate education, the variable of family background essentially exercises an effect by influencing the type of institution at which students pursued undergraduate education, as well as their academic performance. In comparing the two options of studying abroad and pursuing in-country graduate education, the type of institution at which students pursued undergraduate education and their academic performance had no significant impact in this respect, and it was chiefly the family’s socioeconomic status that had an effect. The findings in this study have important policy implications for graduate student admissions and training in China at present.
{"title":"Family Background, Academic Performance, and Access to Opportunities for Graduate Education","authors":"Liao Zhonglu","doi":"10.1080/10611932.2022.2037402","DOIUrl":"https://doi.org/10.1080/10611932.2022.2037402","url":null,"abstract":"Abstract As the number of graduates from institutions of higher education has soared year after year, alongside growth in the demand for high-end talent posed by economic development, a growing number of graduates from undergraduate programs are choosing to continue on to receive graduate education, so as to improve their competitive advantage in the labor market. This paper conducted empirical analysis on data from the Beijing College Students Panel Survey. Studies have found that, among undergraduate students who graduated from institutions of higher education in Beijing in 2010 and 2012, approximately one third chose to continue on to receive graduate education, and both the family background and academic performance of those students who pursued graduate education were significantly better than the students who sought employment directly after graduation. Further analysis indicated that, with respect to access to domestic opportunities for graduate education, the variable of family background essentially exercises an effect by influencing the type of institution at which students pursued undergraduate education, as well as their academic performance. In comparing the two options of studying abroad and pursuing in-country graduate education, the type of institution at which students pursued undergraduate education and their academic performance had no significant impact in this respect, and it was chiefly the family’s socioeconomic status that had an effect. The findings in this study have important policy implications for graduate student admissions and training in China at present.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"58 1","pages":"45 - 69"},"PeriodicalIF":0.0,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86107816","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 : 2022-03-04DOI: 10.1080/10611932.2022.2037386
She Wenqin, Liu Lingyu
Abstract Access to opportunities for higher education is a classic topic in the sociology of higher education, but studies on access to doctoral education are still rare. This paper drew on data from the 2016 National Master’s Graduate Survey to analyze this issue, focusing on the effects of gender and the types of the institution on access to doctoral education. The study found that approximately 10% of Master’s students graduating in 2016 chose to continue on to pursue a doctoral degree, and the factors of gender and the types of the institution both had a significant impact on the outcome for a student’s pursuit of doctoral education. After controlling for the types of the institution, age, number of papers published during the period of study, and other factors, the probability that women in a humanities discipline, social sciences discipline, science or medicine discipline would pursue a doctoral degree was significantly lower than for men. In the discipline of medicine, graduates from a Master’s program at a high-ranking educational institution had a higher probability of pursuing doctoral education. Further analysis indicated that, in comparison with men, women were more likely to be subject to age constraints when choosing to pursue doctoral education, and were also more likely to be affected by satisfaction with their academic advisor.
{"title":"Gender, Type of Institution, and Access to Doctoral Education—An Analysis Based on the 2016 National Master’s Graduate Survey","authors":"She Wenqin, Liu Lingyu","doi":"10.1080/10611932.2022.2037386","DOIUrl":"https://doi.org/10.1080/10611932.2022.2037386","url":null,"abstract":"Abstract Access to opportunities for higher education is a classic topic in the sociology of higher education, but studies on access to doctoral education are still rare. This paper drew on data from the 2016 National Master’s Graduate Survey to analyze this issue, focusing on the effects of gender and the types of the institution on access to doctoral education. The study found that approximately 10% of Master’s students graduating in 2016 chose to continue on to pursue a doctoral degree, and the factors of gender and the types of the institution both had a significant impact on the outcome for a student’s pursuit of doctoral education. After controlling for the types of the institution, age, number of papers published during the period of study, and other factors, the probability that women in a humanities discipline, social sciences discipline, science or medicine discipline would pursue a doctoral degree was significantly lower than for men. In the discipline of medicine, graduates from a Master’s program at a high-ranking educational institution had a higher probability of pursuing doctoral education. Further analysis indicated that, in comparison with men, women were more likely to be subject to age constraints when choosing to pursue doctoral education, and were also more likely to be affected by satisfaction with their academic advisor.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"47 1","pages":"27 - 44"},"PeriodicalIF":0.0,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82132743","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 : 2022-03-04DOI: 10.1080/10611932.2022.2038481
Hu Yuheng, Li Minglei
Abstract An analysis of nationwide multi-year data from the "China College Student Survey" (CCSS) found: compared to Han college students, minority college students around China had lower graduate education expectations, but the gap mostly came from ethnicities with lower average years of education and college students who come from areas with concentrated minority populations. There is a significant correlation between family background and educational experience and the domestic graduate education expectations of Han and minority college students. Educational experience is a dominant factor in the domestic graduate education expectations of Han and nationwide minority college students, but family background has a greater impact on minority college students. After comprehensive payment reforms, the domestic graduate education expectations of college students of all ethnicities fell precipitously, but compared to international graduate education expectations, comprehensive payment reforms were not the only factor that led to the fall in domestic graduate education expectations. For all minorities nationwide and minorities in some instances, comprehensive payment reforms enlarged the corresponding effect of family background on domestic graduate education expectations, which may cause college students with worse family conditions to give up on earning a graduate education.
{"title":"Equal Opportunities: A Comparative Study of the Graduate Education Expectations of Chinese College Students of Different Ethnicities","authors":"Hu Yuheng, Li Minglei","doi":"10.1080/10611932.2022.2038481","DOIUrl":"https://doi.org/10.1080/10611932.2022.2038481","url":null,"abstract":"Abstract An analysis of nationwide multi-year data from the \"China College Student Survey\" (CCSS) found: compared to Han college students, minority college students around China had lower graduate education expectations, but the gap mostly came from ethnicities with lower average years of education and college students who come from areas with concentrated minority populations. There is a significant correlation between family background and educational experience and the domestic graduate education expectations of Han and minority college students. Educational experience is a dominant factor in the domestic graduate education expectations of Han and nationwide minority college students, but family background has a greater impact on minority college students. After comprehensive payment reforms, the domestic graduate education expectations of college students of all ethnicities fell precipitously, but compared to international graduate education expectations, comprehensive payment reforms were not the only factor that led to the fall in domestic graduate education expectations. For all minorities nationwide and minorities in some instances, comprehensive payment reforms enlarged the corresponding effect of family background on domestic graduate education expectations, which may cause college students with worse family conditions to give up on earning a graduate education.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"48 1","pages":"70 - 85"},"PeriodicalIF":0.0,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86549505","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 : 2022-03-04DOI: 10.1080/10611932.2022.2046432
Xie Ailei, She Wenqin
growth in higher education opportunity has brought greater equality of access to postgraduate education. His research draws on insights from several widely used theo-ries in educational sociology, such as maximally maintained inequality theory, effectively maintained inequality theory, and Boudon ’ s rational choice theory. The data set he uses for his analysis is the China Education Panel Survey (CEPS), jointly supported by professors at Chinese Renmin University and Hong Kong University of Science and Technology. From this national data set, Li focuses his analysis on a subsample selected from a group of universities in Beijing, the capital city of China. Based on these data, he finds that around one-third of university graduates in Beijing choose to pursue postgraduate degrees. Students from selective universities such as those included in the 211 Project are more likely to enroll in graduate school, and students ’ family background is also an important predictor of whether they pursue postgraduate education. Li also finds from his analysis that students ’ academic performance and the types of universities they come from are both important mediating variables in explaining the relationships
{"title":"Editor’s Introduction: Equity in Postgraduate Education in China","authors":"Xie Ailei, She Wenqin","doi":"10.1080/10611932.2022.2046432","DOIUrl":"https://doi.org/10.1080/10611932.2022.2046432","url":null,"abstract":"growth in higher education opportunity has brought greater equality of access to postgraduate education. His research draws on insights from several widely used theo-ries in educational sociology, such as maximally maintained inequality theory, effectively maintained inequality theory, and Boudon ’ s rational choice theory. The data set he uses for his analysis is the China Education Panel Survey (CEPS), jointly supported by professors at Chinese Renmin University and Hong Kong University of Science and Technology. From this national data set, Li focuses his analysis on a subsample selected from a group of universities in Beijing, the capital city of China. Based on these data, he finds that around one-third of university graduates in Beijing choose to pursue postgraduate degrees. Students from selective universities such as those included in the 211 Project are more likely to enroll in graduate school, and students ’ family background is also an important predictor of whether they pursue postgraduate education. Li also finds from his analysis that students ’ academic performance and the types of universities they come from are both important mediating variables in explaining the relationships","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"73 1","pages":"1 - 5"},"PeriodicalIF":0.0,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80454127","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 : 2022-03-04DOI: 10.1080/10611932.2022.2046429
Gao Yao, Yang Jiale
Abstract The human resource allocation and efficient utilization of PhD graduates directly affects China’s macro strategy of building an innovative country with strong human resources. The existence of different forms of overt or hidden employment discrimination leads to “multiple losses of efficiency” on the national, organizational, and individual levels. This empirical study based on data from the 2017 National PhD Student Graduation Survey found that the main types of employment discrimination encountered by doctoral graduates in employment are first-degree discrimination, gender discrimination, age discrimination, regional discrimination, marital status discrimination, and other discrimination in descending order of incidence. And the incidence of multiple employment discrimination, i.e. encountering two or more types of discrimination at the same time, is 27.18%. In addition, there are differences in the incidence of the various types of employment discrimination between different genders, ages, selection methods, types of training units, academic disciplines, and regions. Further regression results show that the gender barrier effect, age barrier effect, and regional barrier effect in the employment of doctoral students are typical manifestations of employment discrimination.
{"title":"Types, Scope, and Differences of Employment Discrimination Faced by PhD Graduates: An Empirical Study Based on Data from the 2017 National Graduation Survey","authors":"Gao Yao, Yang Jiale","doi":"10.1080/10611932.2022.2046429","DOIUrl":"https://doi.org/10.1080/10611932.2022.2046429","url":null,"abstract":"Abstract The human resource allocation and efficient utilization of PhD graduates directly affects China’s macro strategy of building an innovative country with strong human resources. The existence of different forms of overt or hidden employment discrimination leads to “multiple losses of efficiency” on the national, organizational, and individual levels. This empirical study based on data from the 2017 National PhD Student Graduation Survey found that the main types of employment discrimination encountered by doctoral graduates in employment are first-degree discrimination, gender discrimination, age discrimination, regional discrimination, marital status discrimination, and other discrimination in descending order of incidence. And the incidence of multiple employment discrimination, i.e. encountering two or more types of discrimination at the same time, is 27.18%. In addition, there are differences in the incidence of the various types of employment discrimination between different genders, ages, selection methods, types of training units, academic disciplines, and regions. Further regression results show that the gender barrier effect, age barrier effect, and regional barrier effect in the employment of doctoral students are typical manifestations of employment discrimination.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"19 8 1","pages":"101 - 115"},"PeriodicalIF":0.0,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82901640","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 : 2022-03-04DOI: 10.1080/10611932.2022.2036939
Liu Lingyu, She Wenqin, Jiang Kai
Abstract “Who gets a doctoral education?” means “Who gets ahead?” Doctoral degree holders are the country’s elite talents, and increasing numbers of Master’s students are choosing to continue pursuing doctoral education after graduation. This paper conducted empirical analysis of data from the 2017 National Academic Master’s Graduate Survey. The study shows that, among the graduates from Master’s programs surveyed in 2017, 19.31% chose to continue pursuing a doctoral degree, while 4.5% chose to study abroad, and students at Double First Class institutions of higher education represented the majority in both categories. In the stage of doctoral education, family background still has a significant positive effect with respect to gaining educational opportunities, while the category of educational institution and the distribution of majors are important mediator variables. Compared to those who study for a doctoral degree domestically, Master’s students of better family background are more likely to receive a doctoral education overseas.
{"title":"Who Gets a Doctoral Education? The Effects of Family Background on Opportunities for Doctoral Education","authors":"Liu Lingyu, She Wenqin, Jiang Kai","doi":"10.1080/10611932.2022.2036939","DOIUrl":"https://doi.org/10.1080/10611932.2022.2036939","url":null,"abstract":"Abstract “Who gets a doctoral education?” means “Who gets ahead?” Doctoral degree holders are the country’s elite talents, and increasing numbers of Master’s students are choosing to continue pursuing doctoral education after graduation. This paper conducted empirical analysis of data from the 2017 National Academic Master’s Graduate Survey. The study shows that, among the graduates from Master’s programs surveyed in 2017, 19.31% chose to continue pursuing a doctoral degree, while 4.5% chose to study abroad, and students at Double First Class institutions of higher education represented the majority in both categories. In the stage of doctoral education, family background still has a significant positive effect with respect to gaining educational opportunities, while the category of educational institution and the distribution of majors are important mediator variables. Compared to those who study for a doctoral degree domestically, Master’s students of better family background are more likely to receive a doctoral education overseas.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"17 1","pages":"6 - 26"},"PeriodicalIF":0.0,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86092572","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 : 2022-03-04DOI: 10.1080/10611932.2022.2046431
Ying Ma
{"title":"Rural Education in China: Policies and Development (1978–2018)","authors":"Ying Ma","doi":"10.1080/10611932.2022.2046431","DOIUrl":"https://doi.org/10.1080/10611932.2022.2046431","url":null,"abstract":"","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"94 1","pages":"116 - 118"},"PeriodicalIF":0.0,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88127160","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 : 2022-03-04DOI: 10.1080/10611932.2022.2040311
Zhang Xueqian, Liao Jinlong, Pei Xu, Wan Ming
Abstract An analysis of 8,541 majors of graduate student recruit students of 42 double first class universities found that departures from national requirements in the three dimensions of training type, study method, and discipline field affect the advancement of equal enrollment opportunities for Master's students nationwide in different ways, and the causes are all based on institutional partiality or discrimination against candidate origin. Therefore, we recommend that double first class universities comprehensively investigate majors with unequal recruitment and eliminate those that are not compliant or have unreasonable conditions while designing “impartial” graduate student recruitment institutions that uphold personnel and institutional views of equal opportunity.
{"title":"Measurement, Attribution, and Manifestations of the Equality of Master's Student Enrollment Opportunities in China's Double First Class Universities","authors":"Zhang Xueqian, Liao Jinlong, Pei Xu, Wan Ming","doi":"10.1080/10611932.2022.2040311","DOIUrl":"https://doi.org/10.1080/10611932.2022.2040311","url":null,"abstract":"Abstract An analysis of 8,541 majors of graduate student recruit students of 42 double first class universities found that departures from national requirements in the three dimensions of training type, study method, and discipline field affect the advancement of equal enrollment opportunities for Master's students nationwide in different ways, and the causes are all based on institutional partiality or discrimination against candidate origin. Therefore, we recommend that double first class universities comprehensively investigate majors with unequal recruitment and eliminate those that are not compliant or have unreasonable conditions while designing “impartial” graduate student recruitment institutions that uphold personnel and institutional views of equal opportunity.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"20 1","pages":"86 - 100"},"PeriodicalIF":0.0,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85716355","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 : 2021-11-02DOI: 10.1080/10611932.2021.1990630
Peng Bin, Chang Zhu, Yongchuan Shi, Tae-Uk Ahn, Rui Hu
Abstract To better specify the methods of teacher leaders in entrepreneurial education in Chinese higher education institutions, gender differences in entrepreneurial intentions were investigated to determine how these differences affect the allocation of limited resources and how these differences affect the institutions’ meeting of students’ needs. Based on the classic Theory of Personal Behavior, this work analyzed the extent and determinants of gender differentials in the entrepreneurial intentions of Chinese college students with Blinder-Oaxaca decomposition method. The data came from a field survey of 620 Chinese college students. The result suggested that, instead of discrimination and stereotypes, the gender difference in entrepreneurial intentions was primarily due to different “endowment effects” (gender differences in the observed variables with respect to entrepreneurial attitudes, subjective norms, and perceived behavior control). Hence, as leaders who take a more hierarchical position of facilitator, decision-maker, or mediator in entrepreneurial education, teachers should tailor their educational approaches in accordance with the different aptitudes between female and male students. Different curricula that target those gender qualifications would be required to balance the gender difference in entrepreneurial intentions of college students.
{"title":"Gender Difference in Entrepreneurial Intentions: A New Perspective from College Students to Facilitate Teacher Leadership in Entrepreneurial Education","authors":"Peng Bin, Chang Zhu, Yongchuan Shi, Tae-Uk Ahn, Rui Hu","doi":"10.1080/10611932.2021.1990630","DOIUrl":"https://doi.org/10.1080/10611932.2021.1990630","url":null,"abstract":"Abstract To better specify the methods of teacher leaders in entrepreneurial education in Chinese higher education institutions, gender differences in entrepreneurial intentions were investigated to determine how these differences affect the allocation of limited resources and how these differences affect the institutions’ meeting of students’ needs. Based on the classic Theory of Personal Behavior, this work analyzed the extent and determinants of gender differentials in the entrepreneurial intentions of Chinese college students with Blinder-Oaxaca decomposition method. The data came from a field survey of 620 Chinese college students. The result suggested that, instead of discrimination and stereotypes, the gender difference in entrepreneurial intentions was primarily due to different “endowment effects” (gender differences in the observed variables with respect to entrepreneurial attitudes, subjective norms, and perceived behavior control). Hence, as leaders who take a more hierarchical position of facilitator, decision-maker, or mediator in entrepreneurial education, teachers should tailor their educational approaches in accordance with the different aptitudes between female and male students. Different curricula that target those gender qualifications would be required to balance the gender difference in entrepreneurial intentions of college students.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"3 1","pages":"222 - 240"},"PeriodicalIF":0.0,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75541944","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 : 2021-11-02DOI: 10.1080/10611932.2021.1990621
Zhaoyu Cheng, Chang Zhu
Abstract Universities in China have faced great challenges in the past decade, such as challenges driven by globalization and technological progress. This requires leaders to meet the challenge of change. Little has been written from the perspective of educational leadership in Chinese higher education institutions (HEIs). This study aims to explore academic members’ perceptions of educational leadership and to explore factors contributing to the professional learning and growth of academic members in Chinese HEIs. Through a qualitative study, we explored the perceptions of 12 academic members from eight Chinese universities. The results provide us with a comprehensive conceptualized educational leadership, perceived effective educational leadership, and perceived need for capacity building. The results can be helpful to support sustainable professional development and also for administrators, universities, and policymakers in China in creating the environment and policies that facilitate the implementation of successful educational leadership experiences.
{"title":"Academic Members’ Perceptions of Educational Leadership and Perceived Need for Leadership Capacity Building in Chinese Higher Education Institutions","authors":"Zhaoyu Cheng, Chang Zhu","doi":"10.1080/10611932.2021.1990621","DOIUrl":"https://doi.org/10.1080/10611932.2021.1990621","url":null,"abstract":"Abstract Universities in China have faced great challenges in the past decade, such as challenges driven by globalization and technological progress. This requires leaders to meet the challenge of change. Little has been written from the perspective of educational leadership in Chinese higher education institutions (HEIs). This study aims to explore academic members’ perceptions of educational leadership and to explore factors contributing to the professional learning and growth of academic members in Chinese HEIs. Through a qualitative study, we explored the perceptions of 12 academic members from eight Chinese universities. The results provide us with a comprehensive conceptualized educational leadership, perceived effective educational leadership, and perceived need for capacity building. The results can be helpful to support sustainable professional development and also for administrators, universities, and policymakers in China in creating the environment and policies that facilitate the implementation of successful educational leadership experiences.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"16 1","pages":"171 - 189"},"PeriodicalIF":0.0,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73398595","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：