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The purpose of this paper is to provide a micro historical account of the work of a key Chinese educational reformer, Tao Xingzhi (1891–1946), who transformed educational ideas from John Dewey to effect social and cultural change in 1920s–1940s China.

This paper examines English and Chinese language sources, including Tao’s poetry, to present a fresh analysis of Tao’s epistemological life history. It draws upon transnational historical approaches to chart the multidirectional circulation of progressive education philosophies around the globe. It also explores some conceptual dimensions of Chinese historical thinking and historiographical strategies.

Tao Xingzhi engaged in critical intercultural knowledge exchange in implementing educational reforms in China. He blended and critiqued Chinese and Deweyian educational philosophies to create unique educational reform, which involved reversing some of Dewey’s approaches as well as adapting others.

This paper foregrounds Tao Xingzhi’s agency in transforming some of Dewey’s ideas in the Chinese context and challenges studies that adopt an “impact-response” approach to Tao’s contribution, which suggest a one-way flow of knowledge from a “modern” West to a “traditional” China. It brings hitherto unexplored Chinese language sources to an English-speaking audience, particularly Tao’s poetry, to gain new historical insights into Tao’s educational reforms. It contributes to transnational understandings of the multidirectional flows of knowledge about Progressive educational philosophies around the world.

The purpose of this paper is to examine how Si-shu, a traditional form of local, private education grounded in classical instruction, responded to the rapid modernization of education during the late Qing dynasty and early Republic of China and to explain why these schools, once extraordinarily adaptable, finally disappeared.

The authors have examined both primary and secondary sources, including government reports, education yearbooks, professional annals, public archives, and published research to analyze the social, political and institutional changes that reshaped Si-shu in the context of China's late-19th- and early-20th-century educational modernization.

Si-shu went through four stages of institutional change during the last century. First, they faced increased competition from new-style (westernized) schools during the late Qing dynasty. Second, they engaged in a process of intense self-reform, particularly after the Xinhai Revolution of 1911. Third, they were marginalized by the new educational systems of the Republic of China, especially the Renxu School System of 1922 and the Wuchen School System of 1928. Finally, after the foundation of the People's Republic of China in 1949, they were considered remnants of feudal culture and forcibly replaced by modern schools.

This paper brings hitherto unexplored Chinese sources to an English-speaking audience in an effort to shed new light on the history of traditional Chinese education. The fate of Si-shu was part of the larger modernization of Chinese education – a development that had both advantages and disadvantages.

Some studies have claimed that Chinese thinker Hu Shi (or Hu Shih) received and responded to John Dewey's educational ideas only at a theoretical level and did little for education at a practical level. This paper reexamines Hu's reception of Dewey's ideas with a focus on how he used those ideas to solve China's educational and social problems during the late 1910s and 1920s.

This paper draws upon what Schriewer (2012) has called “theories of reception.” Rather than focusing on the international dissemination of ideas and knowledge, this approach emphasizes the reception of foreign ideas from the perspective and needs of the receiver, interpreter and/or reader who apprehends such ideas within a particular socio–cultural context.

This paper finds that Hu not only received — and examined — Dewey's educational ideas in a systematic way, but also used them pragmatically to reform China's systems of education as part of the New Culture Movement after 1919.

This research offers a new understanding of Hu's reception of Dewey's educational ideas. It shows that Hu was not merely a “thinker” in the field of education but also a “doer” who sought to apply Dewey's ideas in practice. This new view allows us to reevaluate Hu's role in the modernization of Chinese education.

This chapter uses macro policy analysis conducted at the Center for Teacher Education Research (CTER), Beijing Normal University to analyze the decision-making concerning teacher internship from the perspective of national policy. Internship, a teacher preparation policy initiative in China, is both needed to ease the teacher shortages in rural and poor areas of China and to create new models of teaching practice. Attention is then given to two aspects in policy implementation – student teachers’ learning and teachers’ multiple forms of instruction – from the perspective of teacher preparation. To conclude, the chapter offers some summary statements having to do with the policy debate and the implementation of the internship in China.

The purpose of this paper is to propose the strategic choice of innovative university library, including its definitions, structure framework. As a case study, the construction practice and idea development of the innovative library in Shanghai Jiao Tong University are also to be introduced and explained.

The paper combines the methods of scenario analysis and theoretical explanation, modeling presentation and case study.

A model of innovative university library and IC²@SJTUL, a kind of new mode adapting to it are put forward in the paper. These modes apply to university libraries, which need innovation and support training of innovative users.

At present the necessary have been built but environments for IC²@SJTUL its effects need practice testing.

The basic definition and structure framework of an innovative university library are designed in this paper. The pioneer concept, i.e. IC², is demonstrated and the new mode of IC²@SJTUL is also presented.

Building on the three-factor theory, this study aims to unravel how the role of hotel attributes such as basic, excitement and performance factors could differ in accordance with different hotel star ratings and distinct customer segments.

This study explores the asymmetric effects of hotel attributes on customer satisfaction by extracting 412,784 consumer-generated reviews from TripAdvisor across different cities in China.

By taking into account the origins of customers and hotel star ratings, the study uncovers that guests’ expectations of hotel performance differ with respect to their origins (domestic and international guests) and the star ratings of the hotels being reviewed, thereby moderating the asymmetric impact of hotel attributes on customer satisfaction.

The study compares and contrasts the determinants of customer satisfaction for domestic and international guests in the context of Chinese hotels. Care should still be exercised when generalizing the insights gleaned from this study to other contexts.

The findings from this study translate into actionable guidelines for hotel operators to make informed decisions regarding service improvement.

The study extends previous work by offering a deeper understanding of the asymmetric impact of hotel attributes on customer satisfaction. Specifically, this study provides a deep understanding of the different hotel attributes such as basic, performance and excitement factors in explaining customer satisfaction among different hotel customer segments. Findings from this study can not only inform hotel operators on the significance of various hotel attributes in determining customer satisfaction but also guide the formulation of business strategies to retain customers by inducing delight and not frustration.