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China is now deeply involved in the process of globalization. It confronts conflicts, such as traditions versus modernization, internationalization versus localization…
China is now deeply involved in the process of globalization. It confronts conflicts, such as traditions versus modernization, internationalization versus localization, and Chinese values versus. universal values. China is more open to the outside world than ever. The authors’ survey of the Journal of International and Comparative Education Research reveals that Chinese comparative educators are turning the focus of their studies to try new paradigms in the context of globalization.
Comparative and international education (CIE) has developed very quickly in China. The first “Academic Conference on Education in Other Countries” was held in China in…
Comparative and international education (CIE) has developed very quickly in China. The first “Academic Conference on Education in Other Countries” was held in China in 1978. The National Society of Foreign Education Studies, the predecessor of the National Comparative Education Society, was formed in 1979. In 1980, Beijing Normal University published the first journal on comparative education in China. Afterwards East China Normal University and Northeast Normal University published their journals on comparative education. The first master and doctoral degree programs in comparative education were offered in China respectively in 1979 and 1985. There are hundreds of scholars engaged in comparative education studies now. In summary, comparative education in China has been turned into a fully-fledged academic discipline with a complete framework. What is more important maybe is that Chinese scholars have been exploring the definitions, functions, culture, and research paradigms of the discipline.
This chapter examines the development of a quality assurance system for undergraduate education as one aspect of the transformation of education policy in China. The…
This chapter examines the development of a quality assurance system for undergraduate education as one aspect of the transformation of education policy in China. The central structure of the chapter is the process/stages of policy development and implementation, with particular attention to the changes over time in central control versus institutional autonomy. The Chinese government has moved to a “steering at a distance” approach with ex post accountability, giving institutions of higher education greater autonomy for undergraduate education. Government authority continues to be strong, however, even though the mechanisms of control have changed. This study provides an analysis of quality assurance in Chinese higher education and the changing relationship between government and campuses, using the lens of policy development and implementation.
Tingting Qi's chapter titled, “Moving toward Decentralization? Changing Education Governance in China After 1985,” provides the historical and policy context for the volume. This chapter integrates the post-1978 Chinese educational reforms into the socioeconomic context of China. The special contribution of this chapter is that it explores the complexity of educational decentralization in China through an in-depth analysis of changes in education finance, administration, and curriculum. Qi reviews prior studies, government documents, laws, and regulations related to Chinese education reform since 1978 within the context of education decentralization in China. Qi also demonstrates that China's educational policy reforms are moving China toward “centralized decentralization” because decentralization is driven by a common, centralized national goal of economic modernization. The chapter presents evidence that “centralized decentralization” is a strategic maneuver that maintains centralized control while providing the reform legitimacy of decentralization. By focusing on decentralization as the core of Chinese educational policy reforms, this chapter situates the following chapters within the social, cultural, and political context of post-1978 China.
This paper aims to report a comprehensive analysis of literature on stakeholder relationships towards identifying patterns of relationships within the off-site…
This paper aims to report a comprehensive analysis of literature on stakeholder relationships towards identifying patterns of relationships within the off-site construction context.
Key scholarly databases were accessed and after a filtering process, 74 relevant papers were retrieved for analysis. The papers were analysed using qualitative content analysis and scientometric techniques through the application of software Leximancer and VOSviewer.
Research synthesis methods used in the present study generate compatible results. Through text mining analysis, the key themes identified in the off-site construction stakeholder relationships literature included “collaboration”, “building information modelling”, “social network analysis”, supply chain. As a finding by scientometric analysis, collaboration, BIM, supply chain management, housing and social network analysis were the most frequently entered keywords context of off-site construction. Regarding authorship pattern, the whole network of collaboration was fragmented into multiple isolated clusters, implying that the authors had tendency to cooperate in small groups.
The paper can bring together an important area of research not previously studied in detail. It will primarily assist academics in the first instance; however, the research leads to important findings that will ultimately assist policymakers and practitioners better understand factors affecting stakeholder relationships and in particular network thinking and collaborative mind-sets.
The review contributes a needed systematic and theoretical foundation for future stakeholder relationship studies and practices in off-site construction sector. It provides the basis for future studies and is a seminal analysis of stakeholder management and off-site construction. The scientometric methodology offers scholars a different approach to analysing and visualising literature reviews.
Chentong Chen is an undergraduate at Nanjing Normal University studying law and English. She has research interests in education policy, education assessment and evaluation, and child development. She is currently working on two research projects: policy issues related to the college entrance exam in China, and theories and practice of preschool assessment in the U.S.
It is a very prominent problem that Chinese universities lack school-running characteristics. In the past ten years, because of undergraduate teaching assessment…
It is a very prominent problem that Chinese universities lack school-running characteristics. In the past ten years, because of undergraduate teaching assessment requirements of the Ministry of Education, universities attach great importance to school-running characteristics. What is the reality and how to improve the effectiveness of creating the school-running characteristics of universities? It is a problem that needs to be solved. The purpose of this paper is to discuss these issues.
Using the survey method, literature study, case studies and other methods, this study reviewed ten years of school-running characteristics construction and explored some laws of creating school-running characteristics.
This study found although universities in China are beginning to attach great importance to the school-running characteristics, but they are still staying in the summarization of characteristics. School-running characteristics are very rough. Creating school-running characteristics are mainly efforts responding to the superior government. Creating school-running characteristics should be based on category characteristic. Universities need to change in competition and create characteristics within its history and culture. Universities need to refine the core idea of education, develop a big picture and then renew them in the assessment cycle.
The originality of this study was that it put forward some new laws including changing from summarizing to creating its own school-running characteristics, putting category characteristic as the prerequisite and considering the core idea of education as the focus of school-running characteristics. This research will enrich the theory building of higher education research and has some value in promoting the creation of school-running characteristics.