Demands and Responses in Chinese Higher Education

Cai, Yuzhuo; Yan, Fengqiao

doi:10.1007/978-94-017-9570-8_8

Cited by 25 publications

(7 citation statements)

References 27 publications

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“…In earlier eras, private universities were primarily religious, whereas they have more recently been viewed as operating in competitive markets for students. Scholars writing on the cases as diverse as Central and Eastern Europe, Italy, China, Turkey, Kenya, Nigeria, Portugal, Vietnam and the United States, for example, all find that newly established private institutions tend to focus on programs such as business, accounting, information technology and new media, which are seen as highly marketable and do not require costlier laboratories or other special facilities (Cai and Yan 2015;Fain and Lederman 2015;Goyette 2012;Huong and Fry 2002;Mahlubi, Levy and Otieno 2007;Mizikaci 2011;Oketch 2003;Slantcheva 2007;Tamrat 2017;Teixeira and Amaral 2001;Tomusk 2003). At the same time, the late 1980s and early 1990s also saw the introduction of private sector principles of efficiency into public higher education, transforming universities into 'managerial' and 'entrepreneurial' universities subject to professional management, performance evaluation and competitive resource allocation (Clark 1998;Deem 2001;Enders and Jongbloed 2007;Van Vught 1991, 1994;Musselin 2009;Paradeise et al 2009;Slaughter and Leslie 1997;Sporn 2003).…”

Section: Higher Education Sectors Organizational Fields and Imprintementioning

confidence: 99%

Institutional Logics in the Global Higher Education Landscape: Differences in Organizational Characteristics by Sector and Founding Era

Buckner

Zapp

2020

Minerva

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Your article is protected by copyright and all rights are held exclusively by Springer Nature B.V.. This e-offprint is for personal use only and shall not be self-archived in electronic repositories. If you wish to self-archive your article, please use the accepted manuscript version for posting on your own website. You may further deposit the accepted manuscript version in any repository, provided it is only made publicly available 12 months after official publication or later and provided acknowledgement is given to the original source of publication and a link is inserted to the published article on Springer's website. The link must be accompanied by the following text: "The final publication is available at link.springer.com".

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Section: Higher Education Sectors Organizational Fields and Imprintementioning

confidence: 99%

Institutional Logics in the Global Higher Education Landscape: Differences in Organizational Characteristics by Sector and Founding Era

Buckner

Zapp

2020

Minerva

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“…As well, the European participants further emphasized that the HE academic leadership program enabled them to better understand the cultural differences in management they had learnt from Chinese universities. Given the prominent development of Chinese institutions in the last decades in becoming important competitors in the international academic institution community, it is not surprising that participants from European universities wanted to learn how the Chinese leaders govern their institutions, adapt to change, and drive innovation (Cai & Yan, 2015). Additionally, the Chinese and European participants highlighted that the HE academic leadership program successfully provided a profound foundation upon which to cultivate a new international collaborative model for university governance and academic leadership, one which is in line with the statements of Cai (2019) stressing the importance of and potential for collaboration in higher education between China and the EU on a variety aspects.…”

Section: Discussionmentioning

confidence: 99%

Academic Leadership Development: An Exploratory Study on the Impacts at the Institutional Level Based on an Erasmus+ Capacity Building Project

Bich Khuyen Dinh,

Zhu,

Caliskan

et al. 2023

SAGE Open

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While demands on academic leadership in higher education have been increasing, there has been a lack of empirical studies exploring the effectiveness and impacts of leadership development interventions. In addition, recent studies suggest a model of leadership development based on an international approach. Unfortunately, the evaluation of those programs is limited in the available literature. This study thus presents the results of the impacts of a higher education (HE) academic leadership development program at the international level which consist of 12 universities in China and Europe. The project was implemented over a 4-year period, delivered through workshops, training programs, and exchanges. Following 2 years of project implementation, the mid-term impact was assessed through surveys and semi-structured interviews. Among the participants who had joined the program for more than 12 months, 51 Chinese participants and 41 European participants voluntarily took part in the online survey; of those, 21 participants were involved in the semi-structured interviews. Ultimately, the findings indicated that the program has had positive impacts on a variety of aspects, including cross-institutional networking, collaboration, partnership, and HE-related policy development and practices. Furthermore, this study has provided empirical evidence on how an academic leadership development program contributes to assisting academic institutions in broadening their connections, networking, and partnerships in order to achieve their institutional goals of development and innovation. As such, the research findings are useful for policymakers, university administrators, and related stakeholders. Lastly, the approaches taken by the academic leadership development program utilized in the current study can be applied widely in different contexts.

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“…On one hand, through the promotion of the elite universities policy, such as Project 985 and Project 211, the development of graduate schools in some selected universities and the implementation of the key disciplines policy, the Chinese government has constructed a hierarchical pyramid of the Chinese higher education system. As Figure 9.1 shows (Cai & Yan, 2015;X. Guo, 2003), universities at the top receive more government financial support and enjoy more autonomy (Wang, 2008).…”

Section: State Logicmentioning

confidence: 99%

Comparing Doctoral Education in China and Finland: An Institutional Logics Perspective

Zheng

Kivistö

Song

et al. 2019

Nordic-Chinese Intersections Within Education

Self Cite

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This chapter explores and compares the institutional logics of Chinese and Finnish doctoral education systems through on-desk research of secondary data. Findings show that in both Chinese and Finnish doctoral education systems, there are five underlying institutional logics, namely state logic, profession logic, family logic, market logic and corporation logic; however, the differences lie in which of them are more dominant, and how they interact with each other. Findings also indicate that, to a large extent, the logics underlying Finnish and Chinese systems are compatible, and can serve as a solid foundation for developing cooperation between both countries. Based on the findings, we contend that in cooperation practice, stakeholders and practitioners in the cooperation need to be aware of the differences of logics.

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Demands and Responses in Chinese Higher Education

Cited by 25 publications

References 27 publications

Institutional Logics in the Global Higher Education Landscape: Differences in Organizational Characteristics by Sector and Founding Era

Institutional Logics in the Global Higher Education Landscape: Differences in Organizational Characteristics by Sector and Founding Era

Academic Leadership Development: An Exploratory Study on the Impacts at the Institutional Level Based on an Erasmus+ Capacity Building Project

Comparing Doctoral Education in China and Finland: An Institutional Logics Perspective

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