Search results

This chapter provides a thorough historical overview of policies that have governed and guided scientific research in China since 1949 and illustrates changes in scientific publications that accompanied these policy reforms and programs.

We divide this historical period into four stages, each with distinct R&D policies: (1) 1949–1955, a period of socialist transformation; (2) 1956–1965, a period of struggle for higher education and research development in a rapidly changing political environment; (3) 1966–1976, the lost decade of the Cultural Revolution; and (4) 1976–present, a period when major national policies have significantly promoted scientific research in China. We use the SPHERE project’s comprehensive historical dataset based on Thomson Reuters’ Web of Science and data from a set of research universities in China to analyze changes in scientific publication rates concurrent with these policy reforms and programs.

The analysis suggests a tight connection between national policy and scientific research productivity in higher education. The central government controlled scientific research through direct administration in early periods and has guided research activities through funding specific programs in recent decades. Due to their resource dependency on the central government, higher education institutions have been quite responsive to the common goals set by the central government. As a result, what is measured tends to be accomplished.

The chapter provides an in-depth description about the rise of higher education and science in China and produces recommendations for future development.

This chapter builds on the authors’ research into the internationalization of China’s higher education (HE) as soft power with “Chinese characteristics” (Lo & Pan, 2020). It rethinks the “Chinese characteristics” in contemporary China’s internationalization of HE as soft power, by contextualizing them in the historico-cultural rootedness that legitimizes the sense of Chinese exceptionalism in the Party-state’s global re-emergence. It also sheds light on the tension and paradox therein through analyzing the conflicts generated by the Party-state’s attempts at re-globalizing the Chinese world order alongside the Westphalian system. In addition to integrating the soft-power concepts coined by Joseph Nye (1990) with the dimensional perspectives on the internationalization of HE framed by Jane Knight (1997), this study also puts in China’s perspectives that stand in contrast to, and yet in confluence with, some of the current norms and values being espoused by the West. In so doing, it demonstrates the potentiality of employing comparative lenses that cut across times, spaces and cultures in the research into internationalization of HE as soft power with national characteristics.

Studying Chinese higher education internationalization policy-making requires paying attention to the political ontology of China's top-designed policy-making system before proceeding to methodological approaches. The ontology is two-fold: a fixed reality grounded in the structure and agency of the one-party state, and an emergent reality that derives from the pervasive practice of using policy documents to govern. A two-pronged epistemology is proposed to uncover these realities: interpretative and poststructural problematization. Interpretative problematization helps discern how policy-makers frame a problem–solution discourse in policy documents to achieve predetermined strategic objectives. Contrastingly, poststructural problematization views policy documents as prescriptive texts that offer rules on how to behave. The potential methodologies drawn from the tradition of critical policy sociology can be employed to study these two problematizations, thereby unpacking the fixed and emergent realities.

This chapter outlines an augmented reality project developed as part of a master’s course on eTourism within a curriculum. It discusses opportunities to foster community engagement with local tourism actors and experiential learning for international students. It also contributes to the literature on experiential education in this field. Moreover, the chapter discusses cross-cultural learning implications as international students were asked to study a local destination. Results show how the introduction of a practical project into the tourism curriculum proved to provide better learning of the application of eTourism, and a powerful pedagogical approach to raise global citizenship awareness.

During the 1930s Franklin Roosevelt’s New Deal created a wide range of spending and loan programs. Brief descriptions are provided for the programs created by the New Deal and loan and spending programs that were in place before the New Deal. I worked with others to create a panel data set with estimates of the spending and lending by the programs each year from 1930 through 1940. The data aggregated to broad categories are reported here and the methods and sources used to construct the estimates of the spending and lending for the categories are discussed.

Taiwan serves as a case study to investigate the association between the expansion and reform of higher education and the growth of science production. More specifically, what driving forces facilitated the growth of science production in different types of Taiwanese universities and other sectors, from 1980 to 2011.

The contribution charts differential contributions to overall production. Taiwanese data from Thomson Reuters’ Science Citation Index Expanded (SCIE) is analyzed to show the expansion of the higher education system and its relationship to the production of science. The author uses sociological organization theories to facilitate our understanding of how and why the landscape of science production changed.

Results show that the growth of science production is associated with processes of isomorphism and competition within the higher education system. Findings also suggest that universities quickly seized upon external opportunities and turned themselves into what is known as the “knowledge conglomerate.” Unique organizational features bolster universities’ position as the driving force behind advancing national innovation.

This study extends previous research by examining multiple sectors of higher education, using longitudinal and recent data, and highlighting themes that have been ignored or overlooked, such as competition and collaboration among universities and industry partners.

Inquiry learning points is based on questions and requires students to work independently to solve problems. Instructors are facilitators of learning, not people who give right answers and instructions to learners. Haaga-Helia University of Applied Sciences Porvoo campus in Finland is a new concept for learning. The lecturers have changed from traditional ones to coaches aiming at new competences with new tools to enhance learning. Their own implementation of inquiry learning has been assessed by themselves with an ongoing self-assessment process as a part of the normal tasks of instructional teams. Self-assessment is a part of action research that aims to develop an organization and the work in it.