Relevant bibliographies by topics / Chinese educational leaders

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Chinese educational leaders'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Chinese educational leaders"

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Dimmock, Clive. "Chinese educational leaders' conceptions of learning and leadership." Asia Pacific Journal of Education 30, no. 4 (December 2010): 477–79. http://dx.doi.org/10.1080/02188791.2010.523181.

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Wang∗, Ting. "Understanding Chinese educational leaders' conceptions in an international education context." International Journal of Leadership in Education 10, no. 1 (January 2007): 71–88. http://dx.doi.org/10.1080/13603120500445275.

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Yang, Weipeng. "Moving from imitation to innovation: Exploring a Chinese model of early childhood curriculum leadership." Contemporary Issues in Early Childhood 20, no. 1 (January 23, 2019): 35–52. http://dx.doi.org/10.1177/1463949119825501.

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School leadership plays a critical role in providing appropriate and sustainable curriculum practices. However, there remain significant knowledge gaps in understanding early childhood curriculum leadership in Chinese contexts. In order to examine early childhood curriculum leadership in such contexts, this study analyses and interprets data from interviews with leaders in five Chinese kindergartens. Data from classroom observations and curriculum documents are used to supplement the interviews. The evidence indicates that, in each of the Chinese kindergartens, (1) early childhood curriculum innovations led by the curriculum leaders evolved through stages from imitating imported models to innovating practices; (2) the leaders played various roles in different stages of the early childhood curriculum innovations; and (3) the leading process in early childhood curriculum innovations involved critical events along the action research cycles. The characteristics of early childhood curriculum leadership are drawn from these cases to develop a multistage integrated model. Finally, the implications of the findings are discussed to inform the enhancement of early childhood curriculum and early childhood curriculum leadership practices in Chinese societies and beyond.
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Bryant, Darren A., and Chunping Rao. "Teachers as reform leaders in Chinese schools." International Journal of Educational Management 33, no. 4 (May 7, 2019): 663–77. http://dx.doi.org/10.1108/ijem-12-2017-0371.

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Purpose The purpose of this paper is to analyze the influence of teacher leadership on the enactment of educational reforms in southeastern China. It considers how the work of middle and teacher leaders in schools is structured to support reform enactment at the school level. Design/methodology/approach The research was conducted in three case study sites in one school district in Shenzhen, China. Low, moderate and high academic achieving schools which had engaged teacher leaders in instructional reforms were selected. A combined total of 34 senior, middle and teacher leaders participated in semi-structured interviews, which were analyzed through a comparative coding process. Findings Across the three schools, teacher leaders without positional authority strongly influenced the instructional reforms. Their influence was strongest when bolstered by a combination of formal recognition systems, opportunities to lead projects that were directly related to the reform efforts, and mentorship systems that skilled novice teachers in reform-related skills and experienced teachers in leading reform enactment. Mechanisms and structures embedded in schools, when coherently focused on selected reforms, supported the efficacy of teachers without formal authority. And, middle leaders’ impact was enhanced when working collaboratively with formal and teacher leaders. Originality/value This research yields insight on teacher leaders’ influence of reform. It considers how the work of middle and teacher leaders can be structured as a collective that impacts on reform enactment at the school level. And, it illuminates teacher leadership in a Chinese context other than the scrutinized Shanghai school system.
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Kim, Soo-Jung. "An Exploration of the Educational Philosophy of Korean and Chinese Taekwondo Leaders." World Society of Taekwondo Culture, no. 24 (July 31, 2019): 25–42. http://dx.doi.org/10.18789/jwstc.2019.24.25.

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Tang, Shaobing, Jiafang Lu, and Philip Hallinger. "Leading school change in China: a review of related literature and preliminary investigation." International Journal of Educational Management 28, no. 6 (August 5, 2014): 655–75. http://dx.doi.org/10.1108/ijem-07-2013-0114.

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Purpose – Like other nations in Asia, mainland China has undergone continuous reforms in its economic, political and social institutions over the past two decades. These changes are also reflected in its education system, which has been both the target of government reforms and an agent for social change. In this context, China's Ministry of Education has cast school principals as key actors in leading and managing change in schools at the local level throughout the country. The purpose of this paper is to explore how Chinese school leaders successfully respond to the implementation of educational reform. Design/methodology/approach – In this paper the authors explore how school leaders in one city in South China perceive their roles and actions in fostering successful change. The study employed extensive literature review with qualitative interviews of five school principals who had demonstrated success at leading change in their schools. Findings – The findings of both the literature review and interview study unexpectedly found more similarities than differences between how leaders contribute to successful change in China as compared with the Western literature. Research limitations/implications – The research findings are limited by two main features. First, the sources analyzed in the literature review were of highly varying quality. Moreover, relatively few employed replicable analytical methods capable of generalization. These limitations of the literature mean that the results of the review can only be interpreted as suggestive rather than conclusive. Second, the interview study was framed as an effort to further explore the trends of the literature review. Although the findings from the small-scale interview study were consistent with the broader Chinese literature, the research design suffers form the same limitations as the general literature. Therefore, these findings must also be treated as emergent rather than explanatory. Practical implications – The paper identifies directions for future research and discusses implications for school leaders in implementing educational change in China. Originality/value – The originality of this study lies in its attempt to synthesize a previously inaccessible literature on change leadership in Chinese schools. Despite China's rising role as a global leader, the literature in educational leadership and management remains sparse and largely unknown to Western scholars. Therefore, the study's limitations are balanced by the need to provide better descriptions of current practices employed by leaders as they attempt to improve China's schools.
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Lu, Xintong. "The Barriers, Facilitators, and Solutions for Women in Educational Leadership Roles in a Chinese University." International Journal of Chinese Education 9, no. 1 (June 17, 2020): 5–24. http://dx.doi.org/10.1163/22125868-12340117.

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Abstract Although women are considered to be dominant contributors in the field of education, underrepresentation of women in educational leadership is still a pervasive issue. The situation may be more critical in the Asian Chinese context, wherein the male-dominated tradition of the feudal system has been prevalent for thousands of years. This article examines the barriers faced by women in educational leadership roles in a Chinese university, and the facilitators of female educational leadership. The case study was conducted using qualitative methods, involving interviews with both male and female leaders. The findings present a range of barriers that women in the research university are now facing, facilitating factors, and ways to solve the issue. Addressing the importance of recognising the underrepresentation of women in Chinese universities also has the aim of promoting gender equity in educational leadership.
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Kuznetsova, Valentina Vilevna, and Olga Anatolyevna Mashkina. "Historical foundations of modern educational concepts in China." Moscow University Pedagogical Education Bulletin, no. 3 (September 30, 2020): 71–93. http://dx.doi.org/10.51314/2073-2635-2020-3-71-93.

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The article attempts to show the interconnections and evolution of the Chinese education system, to analyze the problems that the country faces in modernizing education, which is considered as the most important factor in the country's innovative development and nation consolidation. In its search for the most effective solutions, China relies on both borrowing successful foreign models of education and at the same time striving to revive its own cultural, historical and educational traditions and concepts. In the speeches of the Chinese leaders, the development of education plays an important role in the consolidation of the whole nation for the implementation of the national strategy for achieving world leadership by 2050. To realize this “Chinese dream” requires a lot of creatively thinking personalities. At present, in China there is a real contradiction between the government’s orientation to training personnel capable of creating new technologies and the practice of learning based on the mechanical storage of knowledge. The article shows what measures are being taken to change the consciousness and thinking of the younger generations of Chinese, how the model of school and university education is changing. The analysis confirms that the attitude to education as one of the most important life and cultural values has been preserved in Chinese society. After the events in Tiananmen Square (1989), ideological control over students and teachers intensified in the country. In general, the current educational policy is pragmatic and includes both the import of knowledge and technology from abroad, and the maintenance of Maoist ideals and traditional values.
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Wheeler, Norton. "Educational Exchange in Post-Mao U. S.-China Relations: The Hopkins-Nanjing Center." Journal of American-East Asian Relations 17, no. 1 (2010): 56–88. http://dx.doi.org/10.1163/187656110x519406.

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AbstractFounded in 1986, an educational joint venture between Johns Hopkins University and Nanjing University has survived the trials of culture, geopolitics, and nature. As it entered its third decade, the Hopkins-Nanjing Center for Chinese and American Studies offered the first ever Sino-U. S. joint master's degree. This article traces the evolution of this bi-national institution, exploring its role in international relations, cultural exchange, economic globalization, and China's postMao drive toward modernization. A risk-taking Chinese university president, his American counterpart, a Chinese-American scientist who served as cultural mediator, the Tiananmen crisis, the SARS epidemic, Chinese and American students seeking to advance careers and mutual understanding–all these factors play a role in the story. Though continuous in many ways with early twentieth-century exchanges, the Hopkins-Nanjing Center diverges from the former pattern by being an equal partnership. This difference reflects China's growing economic and political power as well as a different American sensibility. In addition to reflecting the state of bilateral relations, the Center has contributed to relations through the symbolism of its survival and hopes, over the long term, to contribute by training future leaders in the government, business, and civil society sectors of the two societies.
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Peterson, Kristian. "Reconstructing Islam." American Journal of Islamic Social Sciences 23, no. 3 (July 1, 2006): 24–53. http://dx.doi.org/10.35632/ajiss.v23i3.442.

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During the sixteenth century when Islam was already established in China, Chinese Muslims began to critically examine their understanding of Islamic knowledge and how to transmit it to future generations. Traditional tutelage based on purely Arabic and Persian sources generally evaded a Muslim population that, for the most part, could no longer read the available rare Islamic texts. The subsequent reconstruction of Islamic knowledge and education emphasized the intersections between the Chinese and the Muslim communities’ cultural and religious heritages. The new specialized educational system, “scripture hall education” (jingtang jiaoyu), utilized Chinese as the language of instruction and incorporated aspects of traditional Chinese literati education in collaboration with newly retrieved Islamic sources from the Muslim heartland. The ensuing standardization and organization of curriculum and pedagogical techniques enabled peripatetic students to replicate this system throughout China. It also allowed the religious community’s leaders to direct the discourse concerning Islam and disseminate a specific interpretation of religious knowledge. This is most clearly displayed through the Han Kitab, the canonized corpus of Chinese Islamic texts written, approximately, during 1600-1750. This literature articulated Islamic principles through the lexicon of literary Chinese and replicated the ideology highlighted by the educational network. This paper analyzes why Islamic knowledge was lost and traces how the new educational system transformed the indigenous Islamic discourse, articulated through the Han Kitab literature, to reflect a distinctive Chinese Muslim interpretation of the faith.
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Dissertations / Theses on the topic "Chinese educational leaders"

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Xu, Juan Mille. "EXPLORING LEADERSHIP IDENTITY DEVELOPMENT OF CHINESE GENERATION Z STUDENT LEADERS." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3646.

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This is a phenomenological study exploring leadership identity development of Chinese generation Z student leaders by referring to Leadership Identity Development (LID) theory. There are two research questions. First, in what ways, if any, is the development of Chinese Generation Z student leader’s leadership identity similar to the Leadership Identity Development (LID) by Komives et al. (2005)? Second, in what ways, if any, is the development of Chinese Generation Z student leader’s leadership identity different from Leadership Identity Development (LID) by Komives et al. The research adopts purposeful sampling and 10 participants were interviewed. Based on the analysis of the interview data, five major themes emerged; five similarities and six differences were found. Five major themes include beliefs and values, influential people, experiences, leadership identity development, changing views. Five similarities are as follows: 1. There are three similar influential factors existing in college student leaders’ development of leadership identity, including people (adults, peers) and experiences (involvement of leadership experiences). 2. There are similar ways for students to build self-confidence, through others, oneself, and involvement in activities. 3. The process that students develop their views and perceptions of organizations is basically the same. 4. There is similar change of understanding of leadership, from positional to non-positional. 5. Chinese college student leaders agree with the six LID stages developed by Komives and her colleagues in American context. Six differences include 1. In developmental influences, school counselors have tremendous influence over Chinese students’ leadership development. 2. Chinese student leaders admit that peer influence has both positive side and negative side. 3. This study didn’t find any race or gender identities problem from Chinese student leaders during their leadership experiences. 4. Academic success is a critical factor for Chinese students to build self-confidence and to obtain leadership roles. 5. Chinese student leaders’ interaction with group members is different from that of American students. 6. Chinese students believe that leadership develops fast under great pressure and difficulties.
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Wang, Ting, and n/a. "Understanding Chinese educational leaders' conceptions of learning and leadership in an international education context." University of Canberra. Education and Community Studies, 2004. http://erl.canberra.edu.au./public/adt-AUC20050630.090724.

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This thesis presents an interpretative study of an Australian offshore education program in educational leadership conducted at Hangzhou, Zhejiang Province in China from 2002 to 2003. It is a study of the influence of international education on the conceptions of the participants in a particular context, where Chinese culture and Western cultures came into contact. The study is significant because it investigated a relatively new aspect of international education, offshore education, this time from the perspective of the participants. It explored the conceptions of learning and leadership brought by a group of Chinese educational leaders to the course and investigated the perceived influence of the course upon their conceptions and self-reported leadership practice. It employed a culturally sensitive approach which recognizes that a complex interaction between Chinese and Western cultures is occurring in the participants of this study. This interpretative study was inspired by the phenomenographic approach. Phenomenography is an approach to research that has been used to help understand the key aspects of the variations in the experiences of groups of people (Marton & Booth, 1997). The study examined the experiences and understandings about learning and leadership of Chinese leaders in an offshore program, a Master of Educational Leadership. The program was delivered in a flexible mode in three intensive teaching brackets of six subjects. The study employed a semi-structured and in-depth interview technique. Twenty participants were interviewed twice over a 12-month period. The study sought a better understanding of their conceptions by making a comparison between their perceptions prior to and after undertaking the course. Participants were from schools, universities and educational departments. Potential differences across the three sectors were also considered in the analysis. The findings showed that most participants developed more complex understandings of learning and leadership throughout the course. Comparison of conceptions prior to and after the course indicated an expanded range of conceptions. There was reportedly a movement towards more complex and diversified perspectives. Prior to the course, participants reported comparatively traditional conceptions of learning and leadership in quite a limited range. Learning experience and exposure to Western educational ideas and practices seems to have led participants to reflect on their inherited assumptions and to expand their conceptions. They generally increased their awareness of key aspects of variations in learning and leadership. This study identified a general shift from content/utilitarian-oriented learning conceptions to meaning/developmental-oriented conceptions after undertaking the course. There was also a shift from task/directiveorientated conceptions about leadership to motivation/collaborative-oriented leadership conceptions. Many participants reported that they expanded their leadership practice after the course. The findings also revealed some differences regarding conceptual and practice changes across the three sectors. The study contributes to understanding of learning and leadership in an international education context. The learning and leadership conceptions and self-reported practices are context and culture dependent. The study illustrates the tensions between different cultural forces in the process of teaching and learning. The methodology which explores the subjective understandings of participants renders more complex understandings of intercultural processes than cross-cultural comparisons which have been predominant in the educational leadership field in the past. The results highlight the need for appreciation of local contexts in designing international programs. The discussion questions the universal applicability and transferability of Western ideas, and also highlights the importance of critical reflection and adaptation on the part of educational practitioners from non-Western cultures. It highlights the potential for growth of change in both providers and recipients of international education as a result of very different cultures and traditions coming into contact. Intercultural dialogue and integration of educational ideas and practices are likely to come about when East meets West in an open and reflective dialogue.
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Yeh, Wen-hsia. "Perceived leadership attributes of Chinese leaders in Taiwan /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487949508372913.

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Song, Ho Kil. "Simplified hermeneutics and sermon development skills for the Korean Chinese house church leaders." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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Thesis (D. Miss.)--Western Seminary, Portland, Or., 1997.
Western Seminary staff have determined that much of the material in this thesis was copied from another Western Seminary D. Min. product: Schmid, J. David / Explore the Bible: from text to sermon, 1991 (note added 8/29/2001). Abstract. Includes bibliographical references (leaves 362-372).
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Lin, Xuejiao. "How the group leaders of lesson preparation groups facilitate group learning and reflective practice in Chinese public high schools." Thesis, 2020. https://doi.org/10.7916/d8-x7fx-j350.

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Previous studies of lesson preparation groups (LPG; beikezu) have not dealt with the impact of LPG on teachers’ reflective practice. This qualitative case study was an exploration of LPG group leaders’ (beike zuzhang) facilitation of LPG meetings (beike zuhui) to gain insights on reflective practices in LPG meetings. The study involved 54 participants: 29 participants (LPG group leaders and teachers) were interviewed and observed; 20 participants (teachers) were observed; and 5 participants (school leaders) were interviewed. In addition to in-depth interviews and on-site observations, two questionnaires were used to expose a holistic picture of group learning and reflection in LPG meetings. The results indicate school leaders’ perceptions and values of reflective practices have an influence on the interdependence of LPG group leaders’ preparation and facilitation of meeting content and teachers’ attitudes and engagement toward reflection in LPG meetings. School leaders expected teachers to engage in reflection inside and outside of LPG meetings, but teachers’ practices were not aligned with school leaders’ expectations, given the differing understandings of LPG goals. Schools did not have evaluative plans for reflection in LPG meetings. LPG group leaders prepared teachers to understand the upcoming week teaching content and progress. However, LPG group leaders lacked facilitation skills for encouraging reflective group discussions. They were also reluctant to deal with group dynamics challenges proactively. Teachers’ experiences of reflection depended on the purpose of meetings and meeting agendas. Teachers were more likely to engage in reflective discussions with colleagues when LPG meetings involved clear purposes, guiding questions, constructive feedback, and guided future actions. The creating reflective practice in LPG meetings model was proposed to address the interdependence between stakeholders, with the mindsets and skillsets needed for LPG group leaders and teachers. The research results represent a step toward developing school-based reflective practice professional learning communities (PLCs).
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Shouqiang, Li. "The moderating role of leader-member exchange as a moderating variable on the relationship between perceived stress and burnout in clincians." Doctoral thesis, 2019. http://hdl.handle.net/10071/21298.

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Under the influence of internal and external environment, Chinese clinician is under great pressure. Guided by Job Demands-Resources (JD-R) model and social exchange theory, this study explores the moderating role of Leader-Member Exchange (LMX) in managing the job burnout caused by perceived stress among clinicians in China. Based on the extensive literature review on perceived stress, burnout and LMX, this study first discussed the impact of perceived stress on burnout and its three dimensions (namely emotional exhaustion, depersonalization and reduced accomplishment) among clinician, then examined the effects of LMX on burnout and its three dimensions, and lastly studied the mediating role of LMX between perceived stress and burnout. A questionnaire survey was conducted among three hospitals in Guangzhou and 434 valid responses were collected. Then data analysis and hypothesis test were carried out using IBM SPSS 19.0 and AMOS 21.0. The regression analyses showed that the perceived stress had a significant positive impact on burnout and its three dimensions. In addition, LMX moderates the relationship between perceived stress and burnout and its three dimensions such that the relationships are weaker for clinicians with higher LMX. The findings of this study provided useful complementary insights for the research on perceived stress of clinician, and for better managing the burnout of clinicians in China.
Sob a influência do meio envolvente e interno, os profissionais das saúdes chineses encontram-se sob grande pressão. Tomando por base o modelo das exigências de recursos (JD-R) e a teoria da troca social, este estudo explora o efeito moderador da LMX (Troca Líder-Membro) na gestão do burnout causado pelo stress percebido pelos profissionais das saúdes na China. Com base numa revisão extensa de literatura sobre stress percebido, burnout e LMX, este estudo discute primeiro o impacto do stress percebido e das suas três dimensões entre profissionais das saúdes, e examina os efeitos da LMX no burnout e nas suas três dimensões, e finalmente, estuda o papel mediador da LMX entre o stress percebido e o burnout. Realizou-se um inquérito por questionário junto de três hospitais em Cantão e recolheram-se 434 respostas válidas. Testaram-se as hipóteses por via de análise de dados utilizando o IBM SPSS 19-0 e o AMOS 21.0. As análises de regressão mostraram que o stress percebido exerce um impacto positivo no burnout e nas suas três dimensões; nomeadamente na exaustão emocional, na despersonalização e desempenho reduzido. Em acréscimo, a LMX modera a relação entre o stress percebido e o burnout e as suas três dimensões de tal forma que a relações se tornam mais fracas para os profissionais das saúdes que têm maior LMX. Os resultados deste estudo facultam um entendimento complementar útil para a investigação sobre o stress percebido nas profissionais da saúde e para melhor gerir o burnout profissionais da saúde na China.
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Books on the topic "Chinese educational leaders"

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Merrick, Joav, Daniel T. L. Shek, and Andrew M. H. Siu. Tomorrow's Leaders: Service Leadership and Holistic Development in Chinese University Students. Nova Science Publishers, Incorporated, 2014.

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Teoh, Karen M. Introduction. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190495619.003.0001.

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Disparate yet interlinked forces shaped the rise of girls’ schools serving ethnic Chinese in British Malaya and Singapore: Western imperialism in Southeast Asia; European and Chinese notions of race and gender; Chinese migration; and twentieth-century ideas about the modern nation. Female education in these colonies was a battleground of ideologies during an era of political reinvention. European missionaries, British colonials, and Chinese community leaders founded English-language and Chinese-language girls’ schools. These institutions reproduced social and cultural norms, but they were also disruptive, giving overseas Chinese women options to be colonial subjects, transnational actors, patriotic national citizens, or some combination of these roles. These women confronted tensions between tradition and modernity, and between the competing pulls of ethnic, cultural, and political loyalties. Their history is a microcosm of overseas Chinese migration and diaspora, whereby the purported flexibility of transnational existence can also limit identity expression and national belonging.
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Reny, Marie-Eve. Informal Protestantism in China and Local Government Toleration. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190698089.003.0003.

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Protestantism is the fastest-growing religion in China. This chapter accounts for why Chinese society has become more religious in the reform period and, most importantly, for the emergence of a large number of informal Protestant churches that challenge the central government’s policy on religious co-optation. It elaborates on some of the central government’s key regulations on religious affairs and the way they have constrained religious practice in state-sanctioned churches. Those pertain to the registration of religious sites, proselytization and religious education, the diffusion of religious materials, and religious leaders’ interactions with international actors. It sheds light on how unregistered Protestant churches have bypassed those regulations, and how local governments have turned a blind eye on their activities.
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Book chapters on the topic "Chinese educational leaders"

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Cook, Constance Ewing. "Professional Development for Chinese University Leaders: Collaboration, Not Competition." In New Frontiers of Educational Research, 121–32. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39813-1_9.

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Stanfield, David A., and Yukiko Shimmi. "Chinese Higher Education." In Global Opportunities and Challenges for Higher Education Leaders, 77–82. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-863-3_17.

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Altbach, Philip G. "Chinese Challenges." In Global Opportunities and Challenges for Higher Education Leaders, 83–86. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-863-3_18.

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Xing, Xin. "Chinese University Leaders’ Perceptions of Effective Transnational Professional Development." In Nordic-Chinese Intersections within Education, 51–75. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28588-3_3.

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Hathaway, Tim. "US Universities Serving Chinese Students." In Global Opportunities and Challenges for Higher Education Leaders, 115–18. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-863-3_26.

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Mohrman, Kathryn. "US and Chinese Partnerships and their Dilemmas." In Global Opportunities and Challenges for Higher Education Leaders, 99–102. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-863-3_22.

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Xing, Xin. "Transnational Professional Development for Chinese University Leaders: Case Studies from China and Finland." In Education and Mobilities, 293–306. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-9031-9_17.

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Hong, Fan. "Becoming a Trusted Leader is My Goal." In Chinese Scholars on Western Ideas about Thinking, Leadership, Reform and Development in Education, 53–59. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-010-1_7.

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Marginson, Simon, and Lili Yang. "Higher Education and Public Good in East and West." In The Promise of Higher Education, 161–67. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_25.

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AbstractThe 70th year of the IAU has been marked not only by the Covid-19 pandemic but by the geopolitical tension between the United States and China. After almost four decades of cooperation, which began in shared opposition to Soviet Russia and a shared interest in China’s modernisation, the leaders of each country have become strident critics of the other. The escalating war of words has led to disruptions in trade, communications and visas and now threatens the vast and fruitful cooperation between universities and researchers. Much is at stake. Many US universities are in China, such as Stanford with its state-of-the-art centre at Peking University and NYU with a branch campus in Shanghai. Chinese universities benefit from visits in both directions, from bench-marking using American partner templates and from the return of US-trained doctoral graduates. US-China links in science are focused on crucial areas like biomedicine and epidemiology, planetary science and ecology, engineering, materials, energy, cybernetics.
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Jing, Meiying, and Xiang Yao. "Academic Leaders in Leading Chinese Universities." In Advances in Educational Marketing, Administration, and Leadership, 18–32. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7441-5.ch002.

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The Double First-Class Initiative is now underway in a number of Chinese universities, of which about 36 are designated as level-A first-class universities of China. What kind of academic leaders do these universities have? In order to answer this question, the chapter firstly defines who can be classified as academic leaders at institutional level and their characteristics; secondly, it generalizes the common features of academic leaders in these universities such as education and academic research background, overseas study or research experience, work experience, and so on; thirdly, it analyzes the government policies and institutional strategies related to academic leaders so as to identify benchmark criteria (if in existence) regarding academic leaders in China's first-class universities. It also examines the extent to which these criteria or official requirements coincide with academic leaders' common features and puts forward policy advice on relevant issues.
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Conference papers on the topic "Chinese educational leaders"

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Jing, Xiaohui. "Research on Intergenerational Knowledge Transfer under the Chinese Context Multinationals' Leaders." In 2016 International Conference on Management Science and Innovative Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msie-16.2016.43.

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Lestari, Dian, and Indah Pujiastuti. "An Error Analysis of the Use of Conjunctions in the Chinese Language For Indonesian Students." In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ice-17.2018.131.

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Liu, Shan. "A Comparative Study between Chinese and English News Leads." In International Conference on Education, Language, Art and Intercultural Communication (ICELAIC-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icelaic-14.2014.176.

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Guo, Fei, and Shen Jian Hu. "The Inheritance and innovation of Chinese Traditional Costume from the Perspective of Intangible Cultural Heritage - a case study of APEC Leader's Dress." In International Conference on Education, Management and Computing Technology (ICEMCT-16). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemct-16.2016.33.

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Jiabin, Wang, and Jing Huilan. "How Chinese University’s ideological and political education leads the trend of social ideological in the era of big data." In 2020 International Conference on Big Data and Informatization Education (ICBDIE). IEEE, 2020. http://dx.doi.org/10.1109/icbdie50010.2020.00017.

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