Chinese Education and Society最新文献

{"title":"Is the Teaching Research System a Model for the Institutionalization of Professional Learning Communities Around the World? The Chinese Perspective","authors":"Licui Chen, T. Sargent","doi":"10.1080/10611932.2021.1888612","DOIUrl":"https://doi.org/10.1080/10611932.2021.1888612","url":null,"abstract":"The Chinese education system has a robust, systematic, institutionalized approach to ongoing teacher collaboration and networks (Liang, Lu, and Huang 2010; Sargent and Hannum 2009; Sargent 2015; Zhang and Pang 2016) which can inform the growing global interest in professional learning communities for teachers. Teacher collaboration and networking have been theorized as valuable for the promotion of teaching quality, the dissemination of educational reforms, the generation of knowledge of teaching practice, job-embedded problem solving, mentoring, peer feedback and evaluation, and teacher job satisfaction and retention (McLaughlin and Talbert 1993; Cochran-Smith and Lytle 1999; Lieberman 2000; Baker-Doyle 2011; Darling-Hammond et al. 2017). Education systems around the world vary in the degree to which they foster opportunities for teacher collaboration and networking as a part of teacher’s daily work (Darling-Hammond et al. 2017). Darling-Hammond et al. (2017) provide an overview of countries that they identify as having strong “teaching and learning systems.” One of the features of these high performing teaching and learning systems is the deliberate organization of the sharing of expertise among teachers and administrators across the system. Professional learning communities as a key strategy to enhance teacher collaboration and networking are receiving international attention from researchers and policymakers in education systems around the world. Stoll et al. (2006) identified agreed upon characteristics that define a teacher professional learning community: “a group of people sharing and critically interrogating their practice in an ongoing, reflective, collaborative, inclusive, learning oriented, growth promoting way; operating as a collective enterprise” (Stoll et al. 2006, p. 223). Stoll et al. (2006) traced the origin of the concept of the professional learning community to Sch€ on’s (1983) notion of the “reflective practitioner”. They highlight the importance of both the practice orientation and learning orientation of professional learning communities. The key value of the activity of the teacher professional learning community is that it is firmly rooted in the daily practice of teacher’s work and in the concern with change and improvement. Although the term professional learning communities is not used in China, researchers suggest that its principles have been practiced as the daily life of Chinese teachers in the form of the “teaching research system”. The Chinese teaching research system is an infrastructure established at the system level (including the school, district, county, and","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"1 1","pages":"223 - 227"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79366487","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":"A Study of the Practical Dilemmas and Safeguarding Strategies of Universities in Mainland China in Exercising Academic Freedoms","authors":"Qi Zhanyong, Du Yue","doi":"10.1080/10611932.2020.1823806","DOIUrl":"https://doi.org/10.1080/10611932.2020.1823806","url":null,"abstract":"Abstract Academic freedom is a universal right in the work and lives of citizens. Academic freedom at institutions of higher education not only refers to the freedoms enjoyed by university faculty members and scholars in teaching, research, and publishing of their views and findings, but furthermore encompasses the freedom to learn enjoyed by students. The uniqueness of academic freedom lies in its uniting of autonomy, openness, conviction, and ambience. There are some practical dilemmas in the exercise of academic freedoms in mainland Chinese universities, such as the administrative power's control and arrogance of academic freedoms, the rights to academic freedom move toward administrativeization, the lack of institutional mechanisms for the protection of academic freedoms. Academic freedom is the soul and character of the university. Mainland Chinese universities need to start from four aspects to ensure the proper exercise of academic freedoms, such as improving the legal system for academic freedoms, formulating a guarantee system for academic freedoms, clarifying the limits of government intervention in academic freedoms, practicing academic freedoms based on academic norms responsibly.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"10 1","pages":"212 - 221"},"PeriodicalIF":0.0,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91083065","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":"Higher Education Governance in Mainland China: A Glimpse of 70 Years of Progress","authors":"Xiong Qingnian","doi":"10.1080/10611932.2020.1823798","DOIUrl":"https://doi.org/10.1080/10611932.2020.1823798","url":null,"abstract":"The forms of governance in higher education represent and reveal the essence of higher education, and one of the quickest means of understanding higher education in a given country is to understand...","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"82 1","pages":"159 - 162"},"PeriodicalIF":0.0,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90609572","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":"Unbalanced Model: An Interpretation of the Internal Governance of Chinese Universities","authors":"Ling-xiang Jian","doi":"10.1080/10611932.2020.1823804","DOIUrl":"https://doi.org/10.1080/10611932.2020.1823804","url":null,"abstract":"Abstract The form of internal university governance is often based on the phenomena of institutional isomorphism within examinations of legitimacy. Under the background of the “CPC leadership + unbalanced governance” state governance model, Chinese universities need to break away from the preconceived notions of balanced governance in their internal governance. From a generative logic perspective, the basic institutional framework of the internal governance of Chinese universities and its changes and improvements are determined by mandatory government interference, and this also leads to the unbalanced characteristics of three “strong-weak” relationships in the internal governance of Chinese universities. Outside the formal institutional system, balancing mechanisms such as internal supervisory restrictions, internal division of labor consultations, and public opinion restrictions act as effective supplements to the unbalanced internal governance of Chinese universities.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"59 1","pages":"187 - 197"},"PeriodicalIF":0.0,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80006371","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":"Institutional Logic of University Governance Reform in China","authors":"Zhou Guangli","doi":"10.1080/10611932.2020.1823802","DOIUrl":"https://doi.org/10.1080/10611932.2020.1823802","url":null,"abstract":"Abstract Policy changes are dependent on institutional logic. As they are analogies shared by a group, when metaphors for universities change, they ultimately promote changes to university governance models as well. Taking analogies into account, university reforms have proceeded while revolving around the metaphors of the university as government and the university as a corporation. From 1949 to 1991, universities implemented a political governance model, and the legitimacy of the system was based on the metaphor of the university as the government, reflecting the traditional values of the combination of political system and academic system; from 1992 to 2011, universities explored the mode of corporate governance, and the legitimacy of the system was based on the metaphor of the university as an enterprise, borrowing more western university ideas; since 2012, we have tried to integrate the two modes of political governance and corporate governance to establish a modern university system with Chinese characteristics.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"12 1","pages":"163 - 174"},"PeriodicalIF":0.0,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83030059","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":"The Reconstruction of the University Academic Committee System and Government Regulation","authors":"Xiong Qingnian, Cai Yinghua","doi":"10.1080/10611932.2020.1823805","DOIUrl":"https://doi.org/10.1080/10611932.2020.1823805","url":null,"abstract":"Abstract The reconstitution of the academic committee system is an important part of the construction of a modern university system in China. Through analysis of policy documents, it is evident that, in the historical context of the last half century or more, whenever fundamental changes have been made to systems related to academic power, these have always been regarded as a policy issue, experiencing vicissitudes in response to the political environment; in the contemporary context, reforms have promoted a rational understanding of system reconstruction, and the introduction of government regulation has provided legitimacy for system reconstruction. Our survey found that the practical circumstances of efforts for reconstructing of the academic committee system still exhibit more nominality than substance, while the effectiveness of government regulation is limited. We therefore believe that it is necessary to seize the opportunity to forward system reconstruction by further specifying the status of academic committees within the university governance system, clarifying the relationships between agents of power, placing emphasis on unity between government regulations and university reforms, and giving attention to the coherence of reconstruction as well as institutional characteristics.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"79 1","pages":"198 - 211"},"PeriodicalIF":0.0,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80661911","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":"The Configuration of Action Space in the Governance Structures of Chinese Universities: An Analysis of Interview Data","authors":"Fengqiao Yan, Peijun Guan","doi":"10.1080/10611932.2020.1823803","DOIUrl":"https://doi.org/10.1080/10611932.2020.1823803","url":null,"abstract":"Abstract This paper presents an analytical framework of the configuration of the action space in the governance structure of Chinese universities from the perspectives of formal and informal structures and gives concrete explanations of the factors in the analytical framework based on data from interviews with party committee general secretaries and presidents of 16 Chinese universities. The study found that informal relationships play an important role in governing Chinese universities and are an important aspect in creating the diverse state and action space configuration of university governance. This partially reflects the loose coupling properties of this system.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"26 1","pages":"175 - 186"},"PeriodicalIF":0.0,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85593821","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":"The Academic Profession in Higher Education: Foreword","authors":"Shen Hong","doi":"10.1080/10611932.2020.1791512","DOIUrl":"https://doi.org/10.1080/10611932.2020.1791512","url":null,"abstract":"","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"49 1","pages":"57 - 60"},"PeriodicalIF":0.0,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76914928","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":"Do Returnee Faculty Promote the Internationalization of Higher Education? A Study Based on the “2014 Faculty Survey in China”","authors":"Yu Li","doi":"10.1080/10611932.2020.1791543","DOIUrl":"https://doi.org/10.1080/10611932.2020.1791543","url":null,"abstract":"Abstract Based on data from the “2014 Chinese University Faculty Survey,” this article analyzes the distribution characteristics and manifestations of internationalization from returnee faculty to Chinese colleges as well as their impacts on the internationalization of higher education in the three dimensions of scientific research output, teaching content and methods, and international exchanges. Compared to local teachers, returnee faculty members adjust their research output strategies to reach a higher level of internationalization. They favor publishing papers in international journals and publish fewer domestic papers and make fewer domestic patent applications. They focus on international perspectives and content in their course teaching content and methods. In terms of international exchanges, they participate in international academic conferences and travel abroad more often for advanced studies. Their experiences studying overseas accumulate their comparative advantage in the internationalization of the academic profession. Higher education institutions should make them play larger roles in promoting the internationalization of scientific research and teaching as well as international academic exchanges to improve the level of internationalization of Chinese higher education.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"13 1","pages":"115 - 133"},"PeriodicalIF":0.0,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73696431","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":"To Be or Not to Be an Academic: The Academic Professional Intentions of PhD Students and Influencing Factors","authors":"B. Wei, Du Qiang, Ma Jialing","doi":"10.1080/10611932.2020.1791538","DOIUrl":"https://doi.org/10.1080/10611932.2020.1791538","url":null,"abstract":"Abstract Using survey data on academic PhD students, influencing factors for PhD students’ academic career intentions are explained from the perspectives of individual features and the academic labor market. The study found: (1) There is a diversification of PhD employment, with nearly one-third of academic PhDs going to nonacademic organizations; (2) female PhDs tend to favor stable academic professions, and rural and low-income PhD groups are more inclined to choose employment in academic organizations to become academic elites and realize upward social mobility; (3) PhD students who identify with academic majors tend to choose academic professions, but a considerable portion of top quality PhDs go to nonacademic organizations; (4) academic interests and enthusiasm are important influences on choosing an academic profession; (5) worsening job environments in academic institutions and weakening professional attractiveness had a cooling effect on the academic employment intentions of PhDs.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"2001 1","pages":"114 - 97"},"PeriodicalIF":0.0,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78544058","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}