Chinese Education and Society最新文献

{"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}

{"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}

{"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}

{"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}

{"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}

{"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}

{"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}

{"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}

{"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}

{"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}