Factors affecting the quality of transnational higher education in China: a qualitative content analysis on Chinese host universities’ self-appraisal reports

Hu, Mingyan; Eisenchlas, Susana Alicia; Trevaskes, Susan

doi:10.1080/1360080x.2019.1591679

Cited by 19 publications

(23 citation statements)

References 25 publications

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“…Since TNHE usually adopts an EMI policy (De Costa et al, 2020), students' insufficient English competence has become a major impediment to successful learning, as they struggled to understand English texts and English-only taught lectures, and to achieve good scores on standardized international language exams (Hu et al, 2019). To deal with language proficiency issues, some universities in recent years have planned on raising the minimum English requirement in the Gaokao (national university entrance exam in China), yet the efforts are usually restricted by pressures to recruit an adequate number of students (Hu et al, 2019). Further to the rising English requirements, the absence or underdevelopment of relevant learning support or scaffolding mechanisms makes the situation even more alarming.…”

Section: The Growth Of Transnational Higher Education In Chinamentioning

confidence: 99%

“…As a result, over 600 universities in China offered TNHE services partnering with more than 800 foreign institutions from about 40 nations and regions worldwide, leading to 2,238 joint institutions and programmes in total by the end of 2019 (China Education Online, 2020). However, the rapid development of TNHE is not without its concerns, of which quality assurance remains a top challenge (Hou et al, 2014; Hu et al, 2019; Yang, 2008). Since TNHE usually adopts an EMI policy (De Costa et al, 2020), students’ insufficient English competence has become a major impediment to successful learning, as they struggled to understand English texts and English-only taught lectures, and to achieve good scores on standardized international language exams (Hu et al, 2019).…”

Section: The Growth Of Transnational Higher Education In Chinamentioning

confidence: 99%

“…However, the rapid development of TNHE is not without its concerns, of which quality assurance remains a top challenge (Hou et al, 2014; Hu et al, 2019; Yang, 2008). Since TNHE usually adopts an EMI policy (De Costa et al, 2020), students’ insufficient English competence has become a major impediment to successful learning, as they struggled to understand English texts and English-only taught lectures, and to achieve good scores on standardized international language exams (Hu et al, 2019). To deal with language proficiency issues, some universities in recent years have planned on raising the minimum English requirement in the Gaokao (national university entrance exam in China), yet the efforts are usually restricted by pressures to recruit an adequate number of students (Hu et al, 2019).…”

Section: The Growth Of Transnational Higher Education In Chinamentioning

confidence: 99%

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Transnational Universities and English Medium Instruction in China: How Admissions, Language Support and Language Use Differ in Chinese Universities

2021

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This article reports on a study of policymaking at transnational and local universities in China concerning English Medium Instruction (EMI) provision, and the impact this has on stakeholder experiences. It explores policymaking at two transnational universities, which are compared and contrasted with data collected at six other Chinese universities that offer EMI programmes. Data were collected via individual and group interviews with 26 key policy stakeholders during fieldwork at the eight universities and centred on language-related policy diffusion surrounding admissions, language support, and language use. Findings revealed a reliance on foundation year studies at transnational universities versus the Gaokao (national college entrance examination) at other universities to ensure students had the requisite proficiency upon admissions. Findings also revealed transnational universities were more likely to offer language support to their students and have language policies governing language use. Overall, the findings reveal a range of affordances and caveats associated with each institution’s contextualized policy making, causing ease and conflict for EMI stakeholders.

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Section: The Growth Of Transnational Higher Education In Chinamentioning

confidence: 99%

Section: The Growth Of Transnational Higher Education In Chinamentioning

confidence: 99%

Section: The Growth Of Transnational Higher Education In Chinamentioning

confidence: 99%

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Transnational Universities and English Medium Instruction in China: How Admissions, Language Support and Language Use Differ in Chinese Universities

2021

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“…As an example of successful experience, the authors describe the practice of quality management in higher education of Norway. Hu et al (2019) analyze the factors that influence the quality of transnational higher education in China, conducting a content analysis of the reports of self-assessment of Chinese universities from the positions of quality of education. Ming (2019) performs evaluation of effectiveness of higher education of undergraduates in colleges and universities based on the integration of the regime of double flip class through the prism of quality of education.…”

Section: Literature Reviewmentioning

confidence: 99%

Quality as the Basis of Effective Management of the Educational Market and a Goal of Development of Universities in the Conditions of Industry 4.0

Nabokikh¹,

Ryattel²,

Sanovich³

et al. 2020

IJQR

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The purpose of the article is to evaluate the effectiveness of managing the educational markets in the countries of the world that have the highest global competitiveness in the sphere of education, to determine and compare the factors of development of universities in the conditions of Industry 4.0 in these countries, and to develop recommendations for increasing the effectiveness of managing the educational market. For evaluating the effectiveness of managing the educational market, the authors' method is used, which is based on the classical formula of measuring effectiveness as a ratio of results and costs. For evaluating the susceptibility of the indicators of development of universities in the conditions of Industry 4.0 to the influence of various factors, the authors use the method of correlation analysis and the method of calculation of direct average. The information and analytical basis of the research includes the analytical and rating materials of CWUR, Legatum Institute, Online learning consortium, QS, Times Higher Education (THE) and World Bank for 2019. It is substantiated that quality is the basis of effective management of the educational market and is a goal of development of universities in the conditions of Industry 4.0. Growth of the volume of state financing of education and improvement of the macroeconomic environment will allow achieveing internationalization of education, but they have small influence on its results. Quality of education determines the effectiveness of the national market of education, but is hardly managed at the level of macro-economy.

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“…The quality of higher education and, in particular, digital education in the conditions of Industry 4.0, as an economic category, is studied in the existing scientific literature. Hu et al (2019) perform a qualitative content analysis of the reports of self-assessment of Chinese universities and determine the factors that influence the quality of transnational higher education in China. Khoi et al (2019) prove the connection between quality of educational services, reputation of university, and consumer behavior (choice of university) in Vietnam.…”

Section: Literature Reviewmentioning

confidence: 99%

Digital Modernization of the Region's Educational Market and Its Influence on Quality of Education

Lysova¹,

Bratukhina²,

Sozinova³

et al. 2020

IJQR

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The purpose of the paper is to study the experience of increase of quality of education as a result of digital modernization of the educational market in modern Russia's regions based on technologies of Industry 4.0 with the help of reorganization of regional universities and to develop recommendations for optimizing the practice of managing this process in modern Russia in the interests of the fullest implementation of the potential of mentioned problem. The research is performed by the example of the regions of the Volga Federal District of the Russian Federation. The authors perform analysis of the achieved results of increase of quality of education as a result of digital modernization of the educational market in regions of the Volga Federal District of the Russian Federation based on technologies of Industry 4.0 with the help of reorganization of regional universities and perform modeling of scenarios of increase of quality of education in this regions based on technologies of Industry 4.0 through reorganization of universities and develop recommendations for practical implementation of the most optimal scenario. This envisages the increase of quality of education in mentioned regions based on technologies of Industry 4.0 through reorganization of universities. The methods of horizontal, scenario, and regression analysis are used. It is substantiated that as of now (2019) Russia has not achieved significant results in the sphere of increase of quality of education during digital modernization of universities based on technologies of Industry 4.0 in the process reorganization (formation of regional flagship universities). The authors also try to solve the different aspects of this problem.

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Factors affecting the quality of transnational higher education in China: a qualitative content analysis on Chinese host universities’ self-appraisal reports

Cited by 19 publications

References 25 publications

Transnational Universities and English Medium Instruction in China: How Admissions, Language Support and Language Use Differ in Chinese Universities

Transnational Universities and English Medium Instruction in China: How Admissions, Language Support and Language Use Differ in Chinese Universities

Quality as the Basis of Effective Management of the Educational Market and a Goal of Development of Universities in the Conditions of Industry 4.0

Digital Modernization of the Region's Educational Market and Its Influence on Quality of Education

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