The growth in academic subjects taught through English, in non‐Anglophone countries (English medium instruction, EMI) has been matched by growth in research into its desirability. Research has also indicated that EMI teachers need professional development (PD) to teach effectively. Although PD programmes are available, there is no consensus as to the competencies needed of an EMI teacher, nor of their certification. Our international survey explored teacher perspectives on proposed competencies in relation to the language challenges faced by EMI students and whether teachers believe certification is desirable. Teachers were keen to obtain certification at an international level thereby providing an aspect of programme quality assurance. However, they saw obstacles to obtaining competences beyond merely a threshold level of their own general language proficiency.

Despite the increasing popularity of English Medium Instruction (EMI) for academic subject teaching in China, there is little research regarding the competencies that an EMI teacher needs for effective EMI course delivery and professional development (PD) in the higher education (HE) context. No research has investigated how those can be recognised through certain kinds of certification. This study fills the gap by investigating teachers' perspectives on competencies, certification and PD of EMI in relation to China through 133 survey returns and 12 semi-structured interviews. Our findings show that teachers have a generally positive attitude on EMI certification and PD programmes though few universities have made either a priority. Competencies required for effective EMI teaching include not only English proficiency and teaching skills through L2 but also skills of instruction in respective academic disciplines. This poses challenges for the design and implementation of EMI PD leading to teacher certification. The lack of official government involvement (at policy level) and institutional involvement (evaluation and faculty promotion) further complicates this issue in a top-down administrative-heavy country like China.

No abstract

Due to the politicisation of universities-within-the-state, the state's governance of higher education in China differentiates itself from other countries. This study examines how the Chinese central government adjusts its governance over universities between 1978 and 2018. Based on an extensive analysis of policy documents and scholarly research, this study proposes an analytic framework, comprising the state's governance logics, governance instruments, and institutional demonstrations. The three strategically selected governance instruments, i.e. laws, policies, and finance, are demonstrated through various aspects integral to China's higher education-the dual-goverance structure, appointment of the principal leadership, access to higher education, university and discipline structures, curriculum and ideology, funding and grants, and tuition fees. Based on an in-depth investigation, the study argues that the underlying governance logics of the state are moving from direct controls to indirect supervision; however, despite the increasing university autonomy and academic freedom in some areas, the state has never abdicated the essential power and authority over higher education institutions. This paper contributes to the theoretical and practical understanding of China's governance of higher education in recent decades.

In this study, the conceptual use of the strategy map approach and the strategy map which it produces have been adapted from the business sector and introduced as tools for achieving more effective strategic planning and management in higher education institutions (HEIs). This study discusses the development of strategy maps as transformational management tools in universities. It analyses 15 universities’ strategy maps to establish a comparative perspective in terms of content, expression and form. Based on this analysis, the study synthesises a model for the effective employment of the strategy map approach and strategy maps in universities. The study then uses Tsinghua University as the subject of a case study to illustrate how a university’s strategic plan could be converted into a strategy map. This study gives suggestions for implications of the strategy map approach in transforming the internal governance model in universities and achieving effective and responsive university strategic planning and management.