The Policy Analysis of Creating World-Class Universities in China

Li, Jian; Xue, Eryong

doi:10.1007/978-981-16-6726-8_1

Cited by 4 publications

(10 citation statements)

References 2 publications

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“…6. See Mok (2007: p. 445); Mok and Xu (2008: p. 394); Ngok and Guo (2008); Huang (2015); Postiglione (2015: p. 237); Liu and Metcalfe (2016: p. 400); Wu (2019: p. 85); Li and Xue (2021); Mok (2021a: p. 403); Mok (2021b: p. 4); Mok and Kang (2021); Mok and Marginson (2021: p. 2); Guo et al (2022). …”

Section: Notesmentioning

confidence: 94%

“…Located in the Yangtze River Delta of China, ZJU is among the top 50 universities in the world [12], and it is a member of the C9 League (Huang, 2015, p. 207). At the forefront of higher education, ZJU has been striving to become a pioneer of reform and an exemplar of development (Wu, 2022), and it has set its goal of becoming a world-class university (Xu, 2008; ZJU website, 2017) with Chinese characteristics (Li and Xue, 2021, p. 14). To accelerate its efforts, ZJU began to build its international campus in 2013, and the iZJU came into use in 2016 as a base for international collaboration (Qu and Dai, 2023).…”

Section: Case Study: the International Campus Of Zhejiang Universitymentioning

confidence: 99%

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Internationalization at Home from a Chinese perspective: the case of iZJU

Qu,

Dai

2024

IJSHE

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Purpose Higher education institutions have a critical role in creating and disseminating the knowledge required to address the complex global challenges faced by global society, as summarized in the Sustainable Development Goals (SDGs). This role of higher education is linked with the concept of internationalization, which has recently been called upon to help contribute to tackle the global challenges and meet the SDGs, particularly through more attention to “Internationalization at Home” (IaH). This paper aims to examine the role of higher education in addressing the SDGs, especially with respect to the links between IaH and the SDGs. Design/methodology/approach A case study of the International Campus of Zhejiang University (iZJU) is conducted to illustrate how iZJU, which is a pioneer of “Internationalization at Home” and an exemplar of sustainable campus in China, contributes to the value of the SDGs and makes an impact. Findings The authors examine the practice of IaH at iZJU in the dimensions of organization, curriculum, people and campus, and the authors find evidence from the iZJU model in addressing the value of the SDG4, 6, 7, 11, 13, 14, 15, 16 and 17. Originality/value First, the authors contribute to the literature on the role of higher education in addressing the SDGs, especially with respect to the links between IaH and the SDGs. Second, the authors contribute to the IaH literature by examining IaH from a Chinese perspective, as there has been little exploration of what IaH means beyond the European context. Third, the authors build on the analytical framework in the IaH literature in the dimensions of organization, curriculum and people and extend with a new dimension of campus. Fourth, the authors show that IaH is a comprehensive approach to include both curriculum internationalization and campus internationalization.

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Section: Notesmentioning

confidence: 94%

Section: Case Study: the International Campus Of Zhejiang Universitymentioning

confidence: 99%

Internationalization at Home from a Chinese perspective: the case of iZJU

Qu,

Dai

2024

IJSHE

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“…Additionally, to attain world-class status, universities should fundamentally embody the characteristics of research institutions with a commitment to "universalism". This necessitates an international orientation across faculty, students, research endeavours, and teaching materials [32]. Liang et al [33] think that research universities typically hold top positions in both national and international university rankings.…”

Section: The Characteristics Of Research Universitiesmentioning

confidence: 99%

A Model of Lecturers Professional Development in Business School of Research Universities in the 21st Century

Yan

2024

ASBR

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In the era of the 21st-century knowledge economy, research universities serve as strategic pillars for fostering an innovative nation, leveraging their unique strengths to establish national scientific and technological forces that support high-level self-reliance in science and technology. Meanwhile, the professional development of lecturers constitutes a crucial component of research activities within these institutions. Nevertheless, inadequate research has been conducted in this domain, leading to a deficiency in societal impact. This study employs content analysis to explore the lecturers professional development in business school and to build a model of the lecturers professional development in the business school of research universities in the 21st century. According to the content analysis, the results indicate that lecturers effectively advance their professional development by fully exploiting the ample resources offered by business schools within research universities, integrating their attributes, international training programs, and scientific research for personal enrichment. The article suggests establishing a novel mechanism to foster the professional development of lecturers and facilitate the exchange and recruitment of talented individuals. Encourage professional development among lecturers and foster the dissemination of innovative resources, ultimately resulting in heightened production of high-quality research in academic institutions.

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“…The sample was drawn from four Chinese university instructor forums created within the WeChat platform representing four of the eight double first-class universities based in Guangdong Province. Double first-class universities are institutions accredited by the Chinese government under the Chinese government's 2015 initiative to develop and expand internationally recognized universities (Li & Xu, 2021). The selected WeChat forums comprised 877 members (126, 407, 251, and 93 members for each respective group) of all levels of instructor rank, experience, and faculty.…”

Section: Study Design and Samplementioning

confidence: 99%

The Impact of Academic Optimism, Institutional Policy and Support, and Self-Efficacy on University Instructors’ Continuous Professional Development in Mainland China

et al. 2023

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The implementation of China’s Education Modernization Plan 2035 has signified the Chinese government’s commitment to advancing the quality of education. Recent studies have shown that the prioritization of instructor continuous professional development (CPD) through the Ministry of Education mandates has positively affected talent development and student achievement at the K12 level; however, examination of the reform’s impact on Chinese higher education is limited. This paper explored the effect academic optimism, institutional policy and support, and instructor self-efficacy had on instructors’ CPD within Chinese higher education institutions. This study collected data from 456 Chinese higher education instructors, employing a structural equation model to examine the relationship between the independent and dependent variables. Findings indicate academic optimism and institutional policy and support have a significant positive effect on CPD, β = .645 and .2, respectively, while instructor self-efficacy has nearly no effect on CPD, β = −.031. Institutional policy and support have a significant, influential effect on academic optimism, β = .652; however, there is nearly zero impact on instructor self-efficacy, β = .032. The implications of the findings indicate that institutional leadership is crucial in developing an academic culture that promotes and supports continuous professional development; however, individual drive to pursue CPD is limited.

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The Policy Analysis of Creating World-Class Universities in China

Cited by 4 publications

References 2 publications

Internationalization at Home from a Chinese perspective: the case of iZJU

Internationalization at Home from a Chinese perspective: the case of iZJU

A Model of Lecturers Professional Development in Business School of Research Universities in the 21st Century

The Impact of Academic Optimism, Institutional Policy and Support, and Self-Efficacy on University Instructors’ Continuous Professional Development in Mainland China

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