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This paper is a study of the current trends and conditions of electronic resources for Chinese studies, based on a recent survey on the Internet of 29 Chinese libraries in North America and eight Chinese libraries in China, Taiwan and Hong Kong. The survey discussed current electronic resources for Chinese studies, with a union list of major Chinese language databases currently used in libraries in Asia and the US. Current views on the use and development of electronic resources for Chinese studies were summarised.

China has witnessed the emergence and rapid development of private higher education in the past three decades. As private higher education gradually takes on a more significant role in the Chinese educational system, due to the inability of the government to accommodate the growing demand for higher education, educational reform, influenced by the success of private higher education, will inevitably affect the quality and quantity of education overall.

This chapter focuses on several aspects of this development: the growth of private higher education in China, issues of finance and access, its relationship to the national system and to government policy, issues of ownership and the autonomy of private higher education, as well as the advantages and challenges of Chinese private higher education and the larger significance of its emergence in China. This study concludes that with proper management private colleges and universities will benefit from and contribute to Chinese society through multiple roles and responsibilities at their mature stage.

Triple helix theory stresses co‐evolution and interaction among governments, enterprises and universities, and is paid great attention by governments, universities and enterprises worldwide. The purpose of this paper is to investigate the role that Chinese government R&D investments play in the interaction between enterprises and universities.

Basing on provincial panel data of Chinese universities from 2004‐2010, the impact of government R&D investments on patent technology transfer activities of Chinese universities is studied by empirical analysis. More specifically, the paper examines the impact of both Chinese government R&D funding and national R&D programs on the number and the revenue of patent technology transfer contracts.

The study finds that the amount of government R&D funding and the number of 973 Programs in one region have significantly increased the number and the revenue of patent technology transfer contracts in that region. Moreover, the number of National S&T Pillar Programs, 863 Program and National Natural Science Foundation Program are also determinants of the number of patent technology transfer contracts.

This paper studies government's role in university‐enterprise patent technology transfer activities in a Chinese context. It reveals a government‐dominant position to promote patent technology transfer activities in Chinese triple helix model. It also provides a reference for decision makers in governments, industries and universities.

This paper traces the timeline and milestones of Chinese graduate students in agricultural economics and related fields at foreign universities, with an emphasis on North American universities, since the early 1980s, and assesses the contributions of Chinese doctoral recipients from foreign universities to agricultural economic research and education in North America and China.

Data from department and college websites, associations of agricultural economics, university libraries and databases of theses and dissertations and selected agricultural economic journals in English and Chinese are used to attain the above purposes through graphical and bibliometric analyses.

First, the numbers of Chinese doctoral recipients and tenure-track and tenured faculty in agricultural economics at North American universities have increased steadily and significantly. Second, Chinese scholars in North America have achieved tremendous success in agricultural economic research via high-quality publications, prestigious awards, editorship of top journals, leadership in professional organizations, etc. Third, more Chinese doctoral recipients overseas have increasingly returned to China and are playing important roles in China’s agricultural economic research, education and international collaboration. Fourth, the publications of overseas Chinese scholars in Chinese journals and those of their counterparts working in China on topics beyond China are relatively limited and more collaboration may enhance the global impacts of Chinese agricultural economists.

This research is limited by data availability and quality and the data problems are discussed in the paper.

This is likely the first study to assess the contributions of Chinese doctoral recipients from foreign universities to agricultural economic research and education in China and abroad.

The purpose of this paper is to identify the influence of cultural differences on the design and management of two franchise programs and one joint degree program run by a Chinese university in partnership with a British university and a French university. The cross-cultural challenges and the differences in the strategies taken by the managers in both types of program to deal with such challenges are analyzed. The frameworks for such strategies are also proposed.

A case study approach was used for the analysis. Participatory observation and interview were adopted to collect information in combination with the written reports on the programs. The interviewees included managers, faculty members, and students. Thematic analysis was conducted to find out the common themes from the coded data.

For franchise programs, the British university takes a “collaborating” strategy focusing on globalization, which is combined with the “compromising” strategy of the Chinese partner university focusing on localization. Both parties keep their different styles of management and combine them into one new management mode. By contrast, in the joint degree program, the French management mode can be described as a “collaborating” strategy toward the management of the Chinese students and curriculum, while the Chinese managers are seeking to progressively “accommodate” the needs of the French students.

Few studies in the current literature are targeted at the cultural influences on the design and management of transnational higher education (TNHE) programs as well as the proper management strategies to deal with such cultural differences. The result of this study will provide useful advice for researchers and practitioners in cross-cultural management of TNHE programs.

This paper aims to explore the effects of parents’ support factors on Chinese university students’ digital entrepreneurship motivation on live streaming platforms. Based on the Social support theory, this study divides influencing factors into emotional, instrumental, informational and appraisal aspects. Meanwhile, considering the impact of China’s regional differences, the paper refers to the Regional difference theory and performs a multi-group analysis to assess the differences based on Chinese university students’ regional backgrounds.

By testing 556 samples based on the partial least squares path modelling and variance-based structural equation modelling, all support factors parents provide can stimulate Chinese university students’ digital entrepreneurship motivation.

Based on the multi-group comparison, parents’ informational support exerts a more substantial influence on the digital entrepreneurship motivation for university students from central and east regions rather than those from the western region, and parents’ instrumental support exerts a lower influence on digital entrepreneurship motivation for east university students than for west university students.

This paper applies the Social support theory as a theoretical framework to divide the impact factors, and it uses the Regional difference theory as a guide for the multi-group analysis of correlations, which is significant for online entrepreneurial motivation research and a better understanding of student groups. In addition to testing the hypotheses, the study also measures the importance–performance map analysis to explore additional findings of influencing factors and discuss managerial implications.

This paper examines the ways in which Chinese university middle managers evaluate subordinate performance in response to the Chinese Double First-Class University Plan, a national project that ranks the performance of universities. In exploring compromise arrangements, the hybridised valuing activity of middle managers is found to be shaped by emergent and extant macro-foundations.

The qualitative data from 49 semi-structured interviews at five Chinese public universities were conducted. Drawing on macro-foundational studies and the sociology of worth (SW) theory, the analysis helps to identify socially shared patterns of actions and outcomes.

The findings elucidate the interplay between diverse economic, social, political and institutional values and the compromise-making by middle managers. The authors find that contextual factors restrict Chinese academic middle managers' autonomy, preventing workable compromise. Through the selective adoption of international and local management practices, compromise has evolved into a private differential treaty at the operational level.

A nuanced explanation reveals how the macro-foundations of Chinese society influence middle managers who engage with accounting when facilitating compromise. This study helps outsiders better understand the complex convergence and divergence of performance evaluative practices in Chinese universities against the backdrop of global market-based forces and the moral dimensions of organisational life. The findings have wider implications for the Chinese government in navigating institutional steps and developing supportive policies to enable middle managers to advance productive but also sustainable compromise.

The purpose of this paper is to communicate the positive and challenging aspects of a Master of Education program, as perceived by Chinese students at an Atlantic Canadian university.

Assuming a qualitative methodology, 21 Mainland Chinese students participated in individual, paired, and focus group semi-structured interviews. Interviews were member checked. Data were analyzed through content analysis. The findings are discussed using Deardorff’s (2006, 2009) concept of intercultural competence.

Students perceived the best features of their educational experience to be personable instructors, their enhanced English skills, and practical course-based experiences embedded in the program. The main challenges were social isolation, English language requirements and related assignments, and theoretical expectations of the program.

This study contains a somewhat small qualitative small sample size (i.e. 21 participants), therein, disabling any generalization of results. In other words, the data findings are unique and non-generalizable beyond the particular research case. However, transferability, which refers to the extent in which the results of an original study can be applied to similar people, contexts, or settings (Lincoln and Guba, 1985), may be applied to the findings if the reader deems the context of this study in alignment with his/her situation.

Approximately, 82 percent of Canadian universities rate internationalization as a top priority, supporting the need for research in this area. An implication of the study is that internationalization of higher education must be more than just the recruitment of international students. Universities have direct and fiduciaries responsibilities to support the academic needs, personal needs of their international students, as well as the intercultural competence of all students, instructors and staff.

There is a plethora of research documenting experiences of international students, in general, but such research is not directly transferrable to the Chinese student. The issues and problems encountered by Chinese international students are unique and should be addressed independently from international students. Moreover, a lot of the research that focuses on Chinese students enrolled in North American universities, predominantly, is conducted within the USA, and such research tends to spotlight the challenges only. In turn, the authors’ research addresses a specialized focus of the international Chinese student in Canada.

The purpose of this paper is to glean a comprehensive picture of the internal governance structure in Chinese universities based on data from 40 university administrators from 33 Chinese institutions.

The 40 administrators were convenience sampled while they were taking a three-month higher education leadership development program in a large public university in Canada. Permission was obtained to use the comparative discussions at different reflective research sessions as data to inform this study. The data were also progressively collected through informal interviews throughout the three months.

The study finds that the current governance model practiced in Chinese universities can be called “administrator governance,” with all members on the two major governing bodies being senior administrators appointed by and accountable for the governments. To build a “modern university system” aspired in China, the Chinese university administrators perceived a need to strengthen institutional autonomy and collegial governance with participation of the faculty and students.

As much of the literature has focused on the government–university relationship in China, this study aims to glean a comprehensive picture of the internal governance structure in Chinese universities.

The purpose of this paper is to assess how technology‐based university research drives innovation in Europe and China.

This paper draws on extensive theoretical research and literature reviews, and presents a framework based on theories on networking, knowledge creation and innovation. It then introduces three European cases to illustrate practical applications of the framework, and also links the findings to three Chinese cases to make comparative observations as well as recommendations related to Triple Helix concepts and their implications in the China context. It addresses the issue of how learning from universities can enhance company flexibility and performance in innovation, and outlines three different models of collaboration.

The framework and empirical research suggests that weak ties are useful for inspiration in exploration, but that strong industry‐university (I‐U) ties are required to support exploitation. This finding applies both to Europe and China in the industries covered.

This paper provides a new theoretical rationale for I‐U learning alliances as a natural way out from the managerial problem of trying to perform both exploration and exploitation within the same company boundaries. Through the theoretical framework, the academic science domain becomes a logical partner to handle the full phase of exploration and support the process of exploitation. The presented European cases of Bang & Olufsen, Combibloc and Porsche offer new insights into how to perform this act in practice, while the three China‐related cases allow us to cross analyse empirical findings and draw initial conclusions with policy implications for China.