Pub Date : 2021-11-02DOI: 10.1080/10611932.2021.1990626
Hongchi Jiang, Yujie Xue
Abstract University governance is a core issue of higher education, and faculty plays a critical role. In a structured interview, 10 faculty members from a case university in central China elaborate on their university’s governance structure and their own leadership in university governance. One distinctive feature revealed is that there are dual authorities: political and administrative. Although the faculty members believe they have some impact on the governance of curriculum, faculty governance, student governance, and organizational governance, the actual practice is different. The faculty members have less of a say in final decisions, and their leadership is often impinged upon by their administrators (including academic leaders with administrative functions). In spite of this, all of the interviewees still feel that they should participate in university governance and seek more involvement in final decisions. This article concludes with suggestions on effective governance practices for universities.
{"title":"Perceptions of Faculty Leadership in University Governance: A Case Study","authors":"Hongchi Jiang, Yujie Xue","doi":"10.1080/10611932.2021.1990626","DOIUrl":"https://doi.org/10.1080/10611932.2021.1990626","url":null,"abstract":"Abstract University governance is a core issue of higher education, and faculty plays a critical role. In a structured interview, 10 faculty members from a case university in central China elaborate on their university’s governance structure and their own leadership in university governance. One distinctive feature revealed is that there are dual authorities: political and administrative. Although the faculty members believe they have some impact on the governance of curriculum, faculty governance, student governance, and organizational governance, the actual practice is different. The faculty members have less of a say in final decisions, and their leadership is often impinged upon by their administrators (including academic leaders with administrative functions). In spite of this, all of the interviewees still feel that they should participate in university governance and seek more involvement in final decisions. This article concludes with suggestions on effective governance practices for universities.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"22 1","pages":"207 - 221"},"PeriodicalIF":0.0,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86077977","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: 10.1080/10611932.2021.1990623
Liu Liusheng, Song Wenlong, Shiqian Meng, Chao Shijun
Abstract Chinese Xin Wen Ke construction innovation is the integration of philosophy and social science, scientific technology, and industry, with the combination of diverse academic subjects and concentrations. Through academic orientation, resources integration, and behavioral modeling, academic leadership of university teachers can be effectively promoted, and the applicative solutions for the emerging obstacles in the process of the combination can be provided. It also can boost the quality of academic leadership of university teachers in relation to orientating values and philosophies, locating the goals, promoting cooperation, and refining achievements. According to recent research, to analyze the contents and structures can foster the quality development in academic leadership of university teachers. This article will draw an overall assessment on different components of academic leadership of university teachers under Chinese Xin Wen Ke construction innovation context, including research reviews and definitions, functions, structures analysis, and cultivation methods, aiming to provide evidence to demonstrate its significance.
{"title":"Exploring Academic Leadership of University Teachers under the Chinese Contemporary Philosophy and Social Science (Xin Wen Ke) Construction Innovation Context","authors":"Liu Liusheng, Song Wenlong, Shiqian Meng, Chao Shijun","doi":"10.1080/10611932.2021.1990623","DOIUrl":"https://doi.org/10.1080/10611932.2021.1990623","url":null,"abstract":"Abstract Chinese Xin Wen Ke construction innovation is the integration of philosophy and social science, scientific technology, and industry, with the combination of diverse academic subjects and concentrations. Through academic orientation, resources integration, and behavioral modeling, academic leadership of university teachers can be effectively promoted, and the applicative solutions for the emerging obstacles in the process of the combination can be provided. It also can boost the quality of academic leadership of university teachers in relation to orientating values and philosophies, locating the goals, promoting cooperation, and refining achievements. According to recent research, to analyze the contents and structures can foster the quality development in academic leadership of university teachers. This article will draw an overall assessment on different components of academic leadership of university teachers under Chinese Xin Wen Ke construction innovation context, including research reviews and definitions, functions, structures analysis, and cultivation methods, aiming to provide evidence to demonstrate its significance.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"15 1","pages":"190 - 206"},"PeriodicalIF":0.0,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80913853","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: 10.1080/10611932.2021.1990616
Chang Zhu, Aysun Caliskan
Abstract Despite the reforms to improve the quality of China’s higher education and to adopt certain Western leadership theories, the heroic leadership model is still dominant in Chinese higher education institutions. Therefore, employing educational leadership may be complex in traditional Chinese culture. Thus, this special issue brings four articles together to enhance our understanding of educational leadership within the Chinese context. Specifically, the issue begins by exploring educational leadership in terms of Chinese philosophy and considering its definition and role. The issue goes on to examine the gender issues related to educational leadership. This introduction discusses the topic, introduces the articles, and presents the contributions of the special issue articles.
{"title":"Educational Leadership in Chinese Higher Education","authors":"Chang Zhu, Aysun Caliskan","doi":"10.1080/10611932.2021.1990616","DOIUrl":"https://doi.org/10.1080/10611932.2021.1990616","url":null,"abstract":"Abstract Despite the reforms to improve the quality of China’s higher education and to adopt certain Western leadership theories, the heroic leadership model is still dominant in Chinese higher education institutions. Therefore, employing educational leadership may be complex in traditional Chinese culture. Thus, this special issue brings four articles together to enhance our understanding of educational leadership within the Chinese context. Specifically, the issue begins by exploring educational leadership in terms of Chinese philosophy and considering its definition and role. The issue goes on to examine the gender issues related to educational leadership. This introduction discusses the topic, introduces the articles, and presents the contributions of the special issue articles.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"38 1","pages":"161 - 170"},"PeriodicalIF":0.0,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78591164","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 : 2021-07-04DOI: 10.1080/10611932.2021.1958190
Angela Christidis
Abstract Recent studies indicate that the academic and social integration of overseas students in the destination country often plays a major role in their academic performance, employability outcomes and integration into the wider community. This study investigates these issues in more depth from the perspective of overseas Chinese in the Southwest UK, aiming to improve understanding of their academic, well-being and sociocultural adaptation. The results indicate that academic and social integration continue to hold a strong positive correlation as previously indicated. Other factors and barriers against integration are addressed and policies are suggested to promote integration not only within the university but also the wider community.
{"title":"Preparing Overseas Chinese Students to Become Successful Global Citizens","authors":"Angela Christidis","doi":"10.1080/10611932.2021.1958190","DOIUrl":"https://doi.org/10.1080/10611932.2021.1958190","url":null,"abstract":"Abstract Recent studies indicate that the academic and social integration of overseas students in the destination country often plays a major role in their academic performance, employability outcomes and integration into the wider community. This study investigates these issues in more depth from the perspective of overseas Chinese in the Southwest UK, aiming to improve understanding of their academic, well-being and sociocultural adaptation. The results indicate that academic and social integration continue to hold a strong positive correlation as previously indicated. Other factors and barriers against integration are addressed and policies are suggested to promote integration not only within the university but also the wider community.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"27 1","pages":"141 - 160"},"PeriodicalIF":0.0,"publicationDate":"2021-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90732730","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 : 2021-07-04DOI: 10.1080/10611932.2021.1958192
Di-fei Liu
Abstract The growing female population in higher education is not only seen in enrollment growth in domestic institutions, but also in the increased presence and academic mobility of female international students. Over the past decades, many female students from China have done their post-graduate studies overseas, and many of them have attempted cross-cultural job searches in the host countries or regions. International study and working experience should give an advantage in a competitive global labor market, but these female job seekers experience difficulties and hidden obstacles as academic novices, cultural outsiders, and females. This study applies semi-structured life story interviews to a group of 12 female PhD graduates who have recently sought academic positions in Europe. This article adopts the conceptual framework of Othering and analyzes the difficulties and hidden barriers encountered by these Chinese female PhD graduates during their cross-cultural job searches. More specifically, three types of Othering are identified, namely, Racialized Othering, Linguistic Othering, and Social Othering, all of which played a role in marginalizing individuals and hindering their job searches.
{"title":"Othering and Being Othered: Experiences and Reflections of Chinese Female PhD Graduates in Cross-Cultural Job Search","authors":"Di-fei Liu","doi":"10.1080/10611932.2021.1958192","DOIUrl":"https://doi.org/10.1080/10611932.2021.1958192","url":null,"abstract":"Abstract The growing female population in higher education is not only seen in enrollment growth in domestic institutions, but also in the increased presence and academic mobility of female international students. Over the past decades, many female students from China have done their post-graduate studies overseas, and many of them have attempted cross-cultural job searches in the host countries or regions. International study and working experience should give an advantage in a competitive global labor market, but these female job seekers experience difficulties and hidden obstacles as academic novices, cultural outsiders, and females. This study applies semi-structured life story interviews to a group of 12 female PhD graduates who have recently sought academic positions in Europe. This article adopts the conceptual framework of Othering and analyzes the difficulties and hidden barriers encountered by these Chinese female PhD graduates during their cross-cultural job searches. More specifically, three types of Othering are identified, namely, Racialized Othering, Linguistic Othering, and Social Othering, all of which played a role in marginalizing individuals and hindering their job searches.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"27 1","pages":"120 - 129"},"PeriodicalIF":0.0,"publicationDate":"2021-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91151628","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 : 2021-07-04DOI: 10.1080/10611932.2021.1958191
F. Fan, Xuanchen Liu
Abstract Parallel to the expansion in numbers of Chinese students studying abroad, an increasing number of international degree holders are attracted to develop their careers in Chinese universities. This study examines the recruitment policies of a Double First-Class Initiative Institution and their impact on overseas graduates who become early-career researchers. By employing critical discourse analysis (CDA), this research focuses on the linguistic structure and contextual strategies shown in these recruitment policies, informed by McDonnell and Elmore’s policy instruments framework. It reveals that these policies display instrumental features of mandates, inducements, system-changing, and hortatory efforts. The policies also indicate the behavior expected from the applicants and recruitment and evaluation organizers, suggesting a trend of resource reallocation within the sector.
{"title":"Recruiting Overseas Talents to Universities in Mainland China: Study of a “Double First-Class Initiative” College","authors":"F. Fan, Xuanchen Liu","doi":"10.1080/10611932.2021.1958191","DOIUrl":"https://doi.org/10.1080/10611932.2021.1958191","url":null,"abstract":"Abstract Parallel to the expansion in numbers of Chinese students studying abroad, an increasing number of international degree holders are attracted to develop their careers in Chinese universities. This study examines the recruitment policies of a Double First-Class Initiative Institution and their impact on overseas graduates who become early-career researchers. By employing critical discourse analysis (CDA), this research focuses on the linguistic structure and contextual strategies shown in these recruitment policies, informed by McDonnell and Elmore’s policy instruments framework. It reveals that these policies display instrumental features of mandates, inducements, system-changing, and hortatory efforts. The policies also indicate the behavior expected from the applicants and recruitment and evaluation organizers, suggesting a trend of resource reallocation within the sector.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"2013 1","pages":"130 - 140"},"PeriodicalIF":0.0,"publicationDate":"2021-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86466788","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 : 2021-07-04DOI: 10.1080/10611932.2021.1958294
W. Zhong, M. Cheng
Abstract Critical thinking is a key attribute for students in British higher education, but there has been little research on how Chinese students develop critical thinking during their studies at British universities. Based on interviews with sixteen Chinese students at a university in England, this paper reports their experiences of developing critical thinking during their one-year Master’s programmes. Developing critical thinking was not always an easy task for these students. In addition to cultural background, other factors that played important roles in influencing how these students developed critical thinking included the teachers’ questioning approaches, group discussions in the classes, English language proficiency, and the criteria for assessing critical thinking in writing practices. The findings suggest that it is time to shift the ‘deficit’ conceptualization in which Chinese students are seen as lacking critical thinking and reexamine the ways that lecturers can facilitate the development of critical thinking of these students.
{"title":"Developing Critical Thinking: Experiences of Chinese International Students in a Post-1992 University in England","authors":"W. Zhong, M. Cheng","doi":"10.1080/10611932.2021.1958294","DOIUrl":"https://doi.org/10.1080/10611932.2021.1958294","url":null,"abstract":"Abstract Critical thinking is a key attribute for students in British higher education, but there has been little research on how Chinese students develop critical thinking during their studies at British universities. Based on interviews with sixteen Chinese students at a university in England, this paper reports their experiences of developing critical thinking during their one-year Master’s programmes. Developing critical thinking was not always an easy task for these students. In addition to cultural background, other factors that played important roles in influencing how these students developed critical thinking included the teachers’ questioning approaches, group discussions in the classes, English language proficiency, and the criteria for assessing critical thinking in writing practices. The findings suggest that it is time to shift the ‘deficit’ conceptualization in which Chinese students are seen as lacking critical thinking and reexamine the ways that lecturers can facilitate the development of critical thinking of these students.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"6 1","pages":"95 - 106"},"PeriodicalIF":0.0,"publicationDate":"2021-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88550226","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 : 2021-07-04DOI: 10.1080/10611932.2021.1958295
Ming Cheng, Di-fei Liu
The number of Chinese students studying abroad keeps increasing. A total of 622,100 Chinese students studied at universities abroad in 2018 (Textor 2020). There is growing interest in studying these international students from a variety of perspectives, including the economic benefits to host countries, educational mobility (Cheng 2021), intercultural communication (Yu and Moskal 2019), academic and social adaptation (Gu 2016), and curriculum internationalization (Cheng et al. 2018). The experiences of Chinese students returning “home” have also attracted attention with a focus on identity changes (Wang 2020) and life and work in China (Gill 2010). This Special Issue aims to discuss new research and trends in the academic and social experiences of international Chinese students and scholars, and provide a forum for investigating and reporting on the social and cultural challenges they have experienced abroad. The five papers in this collection draw on empirical research and address five key aspects of international higher education, primarily in the United Kingdom, Europe, and Australia, as well as the experiences of graduates back in China after international study. These aspects are critical thinking skills, health and well-being, employment, international career development, and academic and social integration. The authors of these contributions consider effects on Chinese students and scholars at both the level of policies and practicalities. These aspects matter because they affect the lived experiences of individual students, as the papers in this issue demonstrate. For instance, critical thinking is a compulsory graduate attribute expected of all students at universities in the United Kingdom, but these skills are not always effectively imparted to Chinese students. Concerns for wellbeing are now more openly discussed at universities, but the health of international students is rarely addressed. Increasing the employability of graduates is high on the agenda for many higher education providers and policymakers, and employment experience abroad is vitally important for many graduates’ careers, but the actual experiences of Chinese students studying abroad has hardly been considered. Traditionally, international career development has been a key motivator for Chinese students to study abroad, but China has recently instituted national policies intended to retain or regain its academic talents that acquire international experience. Finally, many international students continue to face difficulties in integrating both academically and socially. A better understanding of these five themes would improve the abilities of Western
中国学生出国留学的人数不断增加。2018年(Textor 2020)共有62.21万名中国留学生在国外大学学习。人们越来越有兴趣从各种角度研究这些国际学生，包括对东道国的经济效益、教育流动性(Cheng 2021)、跨文化交流(Yu and Moskal 2019)、学术和社会适应(Gu 2016)以及课程国际化(Cheng et al. 2018)。中国学生“回家”的经历也引起了人们的关注，重点是身份变化(Wang 2020)和在中国的生活和工作(Gill 2010)。本期特刊旨在讨论中国留学生和学者在学术和社会经验方面的最新研究和趋势，并提供一个调查和报道他们在国外经历的社会和文化挑战的论坛。本文集中的五篇论文以实证研究为基础，阐述了国际高等教育的五个关键方面，主要是在英国、欧洲和澳大利亚，以及留学生回国后的经历。这些方面包括批判性思维技能、健康和福祉、就业、国际职业发展以及学术和社会融合。这些文章的作者从政策层面和现实层面考虑了对中国学生和学者的影响。这些方面很重要，因为它们影响到个别学生的生活经历，正如本期的论文所证明的那样。例如，批判性思维是英国所有大学学生的必修课，但这些技能并不总是有效地传授给中国学生。现在，对健康的担忧在大学里得到了更公开的讨论，但国际学生的健康问题却很少被提及。提高毕业生的就业能力是许多高等教育机构和政策制定者的重要议程，海外就业经历对许多毕业生的职业生涯至关重要，但中国留学生的实际经历几乎没有得到考虑。传统上，国际职业发展一直是中国学生出国留学的主要动力，但中国最近制定了旨在留住或重新获得国际经验的学术人才的国家政策。最后，许多国际学生在学术和社会融合方面仍然面临困难。更好地理解这五个主题将提高西方的能力
{"title":"Employment and Academic and Social Integration: The Experiences of Overseas Chinese Students and Scholars","authors":"Ming Cheng, Di-fei Liu","doi":"10.1080/10611932.2021.1958295","DOIUrl":"https://doi.org/10.1080/10611932.2021.1958295","url":null,"abstract":"The number of Chinese students studying abroad keeps increasing. A total of 622,100 Chinese students studied at universities abroad in 2018 (Textor 2020). There is growing interest in studying these international students from a variety of perspectives, including the economic benefits to host countries, educational mobility (Cheng 2021), intercultural communication (Yu and Moskal 2019), academic and social adaptation (Gu 2016), and curriculum internationalization (Cheng et al. 2018). The experiences of Chinese students returning “home” have also attracted attention with a focus on identity changes (Wang 2020) and life and work in China (Gill 2010). This Special Issue aims to discuss new research and trends in the academic and social experiences of international Chinese students and scholars, and provide a forum for investigating and reporting on the social and cultural challenges they have experienced abroad. The five papers in this collection draw on empirical research and address five key aspects of international higher education, primarily in the United Kingdom, Europe, and Australia, as well as the experiences of graduates back in China after international study. These aspects are critical thinking skills, health and well-being, employment, international career development, and academic and social integration. The authors of these contributions consider effects on Chinese students and scholars at both the level of policies and practicalities. These aspects matter because they affect the lived experiences of individual students, as the papers in this issue demonstrate. For instance, critical thinking is a compulsory graduate attribute expected of all students at universities in the United Kingdom, but these skills are not always effectively imparted to Chinese students. Concerns for wellbeing are now more openly discussed at universities, but the health of international students is rarely addressed. Increasing the employability of graduates is high on the agenda for many higher education providers and policymakers, and employment experience abroad is vitally important for many graduates’ careers, but the actual experiences of Chinese students studying abroad has hardly been considered. Traditionally, international career development has been a key motivator for Chinese students to study abroad, but China has recently instituted national policies intended to retain or regain its academic talents that acquire international experience. Finally, many international students continue to face difficulties in integrating both academically and socially. A better understanding of these five themes would improve the abilities of Western","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"1242 1","pages":"91 - 94"},"PeriodicalIF":0.0,"publicationDate":"2021-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84267716","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 : 2021-07-04DOI: 10.1080/10611932.2021.1958293
B. Pang, L. Perrone, J. Wong
Abstract Chinese international students represent a significant social, economic and cultural force in Australian society. Research has demonstrated that Chinese students enrich Australia not only through their economic contribution, but through soft diplomacy and cultural links. Despite this, and the recent rapid growth in the number of Chinese international students to the country, only a small number of studies have focused specifically on understanding the health and employment experiences of Chinese students in Australia. This paper examines interview data from an ethnographic study involving ten Chinese international students pursuing higher education in New South Wales, Australia. Topics concerning work rights and exploitation, migration, and cultural differences are touched upon within their health and employment experiences. This paper provides insights for those working with Chinese international students in the areas of health education and promotion, diversity and inclusion, employment and mobility studies. The results contribute to broader insights into the inward/outward mobility of higher education students and Australia’s National Strategy for International Education 2025.
{"title":"Health and Employment Experiences of Chinese International Students in Australia","authors":"B. Pang, L. Perrone, J. Wong","doi":"10.1080/10611932.2021.1958293","DOIUrl":"https://doi.org/10.1080/10611932.2021.1958293","url":null,"abstract":"Abstract Chinese international students represent a significant social, economic and cultural force in Australian society. Research has demonstrated that Chinese students enrich Australia not only through their economic contribution, but through soft diplomacy and cultural links. Despite this, and the recent rapid growth in the number of Chinese international students to the country, only a small number of studies have focused specifically on understanding the health and employment experiences of Chinese students in Australia. This paper examines interview data from an ethnographic study involving ten Chinese international students pursuing higher education in New South Wales, Australia. Topics concerning work rights and exploitation, migration, and cultural differences are touched upon within their health and employment experiences. This paper provides insights for those working with Chinese international students in the areas of health education and promotion, diversity and inclusion, employment and mobility studies. The results contribute to broader insights into the inward/outward mobility of higher education students and Australia’s National Strategy for International Education 2025.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"47 1","pages":"107 - 119"},"PeriodicalIF":0.0,"publicationDate":"2021-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78403455","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 : 2021-03-04DOI: 10.1080/10611932.2021.1949207
Hao Liu
Abstract There is a growing emphasis on accountability in the management of preschool education across the world. It has become common practice in many countries to evaluate kindergartens to monitor and ensure their quality. The Chinese government has been implementing the policy of evaluating kindergartens for 30 years. It mainly involves assessing “model (high-quality) kindergartens” and evaluating the grade of kindergartens, both of which originated in a certain historical context and perform specific functions. Changing trends may be seen in the developments of recent years: as for defining the goal of the evaluation, there has been an emphasis on evaluation as a means to improve quality; as for the management of evaluation, there has been a move from decentralization toward integration; as for the object of evaluation, there has been a move from evaluating only certain types of kindergarten to all; and evaluation has become increasingly high-stake. The analysis of 23 sets of evaluation standards issued by 18 provinces (municipalities and regions) reveals that across China the content of evaluation indicators is fairly comprehensive, the data are mainly collected at the kindergarten level rather than at individual classes, and evaluation methods are diverse and integrated. In the future, the quality evaluation of China’s kindergartens needs to become more multifaceted, accommodate more diverse subjects for evaluation, and, about the objects of evaluation, the evaluation content, and evaluation methods, it should adopt more targeted and differentiated approaches.
{"title":"Policy and Practice in the Quality Evaluation of Kindergarten Education","authors":"Hao Liu","doi":"10.1080/10611932.2021.1949207","DOIUrl":"https://doi.org/10.1080/10611932.2021.1949207","url":null,"abstract":"Abstract There is a growing emphasis on accountability in the management of preschool education across the world. It has become common practice in many countries to evaluate kindergartens to monitor and ensure their quality. The Chinese government has been implementing the policy of evaluating kindergartens for 30 years. It mainly involves assessing “model (high-quality) kindergartens” and evaluating the grade of kindergartens, both of which originated in a certain historical context and perform specific functions. Changing trends may be seen in the developments of recent years: as for defining the goal of the evaluation, there has been an emphasis on evaluation as a means to improve quality; as for the management of evaluation, there has been a move from decentralization toward integration; as for the object of evaluation, there has been a move from evaluating only certain types of kindergarten to all; and evaluation has become increasingly high-stake. The analysis of 23 sets of evaluation standards issued by 18 provinces (municipalities and regions) reveals that across China the content of evaluation indicators is fairly comprehensive, the data are mainly collected at the kindergarten level rather than at individual classes, and evaluation methods are diverse and integrated. In the future, the quality evaluation of China’s kindergartens needs to become more multifaceted, accommodate more diverse subjects for evaluation, and, about the objects of evaluation, the evaluation content, and evaluation methods, it should adopt more targeted and differentiated approaches.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"1 1","pages":"38 - 49"},"PeriodicalIF":0.0,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82030849","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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