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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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Peterson, Kristian. "Reconstructing Islam." American Journal of Islam and Society 23, no. 3 (July 1, 2006): 24–53. http://dx.doi.org/10.35632/ajis.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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Feng, Jinyu. "Middle Level Leadership in Chinese Universities in a Time of Change." Journal of Economics and Behavioral Studies 5, no. 12 (December 30, 2013): 886–93. http://dx.doi.org/10.22610/jebs.v5i12.461.
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This study explored leadership in higher education based on the researchers’ interpretation of the perspectives of a specific group of participants, which refers to middle level academic leaders (MLL) and an interrogation of leadership literature. There are 32 respondents in total including, deans of faculties, associated deans, heads of schools, associated heads and teachers. The major findings of the research are the multiple conceptions of leadership and educational reforms influence on leadership, which have been identified by examining the importance of the roles and current status of MLLs within the university, the activities undertaken by MLLs and the relative importance of those activities, the ambiguities, conflicts and pressures to which MLLs are subject. A key outcome of the investigation is the tension it revealed between how these academic middle level leaders perceive their management roles against their perceptions of their roles as academics. The research also indicated that the multiple conception of leadership from respondents was strongly influenced by traditional Chinese culture. Meanwhile, the recent higher education reforms affected the leadership styles of MLLs, i.e. the potentially further development of collective leadership.
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Hanada, Shingo, and Miki Horie. "Impact of the CAMPUS Asia initiative for developing Japanese students’ attitude toward mutual understanding: A case study of the Japan–China–Korea trilateral exchange program." Research in Comparative and International Education 16, no. 3 (August 22, 2021): 276–94. http://dx.doi.org/10.1177/17454999211039172.
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This article discusses the impacts of the East Asian Leaders Program (EALP) organized as a trilateral collaborative educational program participated by students from Japanese, Chinese, and Korean universities. The East Asian Leaders Program has been operated under the CAMPUS Asia initiative led by the governments of the three countries, aiming at cultivating talents who contribute to promoting mutual understanding between the three countries. The empirical analysis of this study was designed by a mixed method approach collected from 16 Japanese students. The results showed that the East Asian Leaders Program has cultivated students’ attitudes and skills for mutual understanding, including acceptance/willingness to understand, ability to consider different perspectives, self-expression and assertion, and initiative and resilience. As this study indicates that the East Asian Leaders Program is effective for fostering students’ attitudes toward mutual understanding, further policy development should consider encouraging universities to develop such practices to increase intra-Asian student mobility as an alternative strategy for the internationalization of higher education.
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Marshall, Anthony, Lucy Qu, Po Yang, Dave Zaharchuk, and Ying Zhan. "Competitors take note: how China manages its tech skills resources." Strategy & Leadership 46, no. 4 (July 16, 2018): 37–43. http://dx.doi.org/10.1108/sl-04-2018-0033.
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Purpose The research article looks at how well China is managing its tech skills resources in major industries. Design/methodology/approach The IBM Institute for Business Value in collaboration with Oxford Economics recently conducted a specific survey of more than 5,600 global business, government and education leaders on the topic of global workforce skills. More than 400 of the 5,600 executives surveyed were from China, representing 18 specific industries from across all major regions. The insights and opinions of these 400-plus Chinese executives inform this report about tech skills resources in China. Findings Seventy-one percent of corporate recruiters in China, say they cannot find applicants with sufficient practical experience, and 72 percent of the Chinese industry leaders surveyed report that gaps evidenced in the core skills of newly recruited employees is the single most significant business challenge they face. Research limitations/implications The interviews were performed in 2016 and the data analyzed in 2017 and 2018. Practical implications Seventy-one percent of Chinese executives believe that individuals should bear significant personal responsibility in developing and maintaining work skills. Originality/value This is a large sample of executives in major Chinese corporations and some representatives of Chinese educational institutions. Their insights about China’s talent gaps and what it is doing on many fronts to modernize its talent resources should be of interest to players in all competitive economies.
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Zaman, Nargis. "A POLITICAL ROADMAP OF MODERN CHINA AND ITS TRANSFORMATION THROUGH ECONOMIC, POLITICAL AND EDUCATIONAL DEVELOPMENT (2011-2018)." Pakistan Journal of Humanities and Social Sciences Research 2, no. 1 (June 30, 2019): 109–28. http://dx.doi.org/10.37605/pjhssr.2.1.8.
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The collapse of empires and the rise of nations was a distinguishing political shift in the making of the contemporary modern world. The surge of China is also portrayed by drastic economic and political transition of the 21st century. With the commencement of communist revolution in 1949, People's Republic of China was established. The economy and politics of the nation have encouraged numerous times, largely because of the leaders and their massively surprising objectives. Since then, Beijing has made remarkable progress in its political and economic growth. Being the most influential leader, Mao Zedong put China in the right direction by replacing old system and introducing “Great leap Forward” to organize agriculture. He began “Cultural Revolution” to revitalize the innovative spirit of the Chinese people. After Mao's death, other powerful leader Deng Xiaoping ruled China and significantly developed good relations with other states and focused China's economy. Xi jinping who is the most powerful president after Deng Xiaoping brought improvement in education sector, launched financial reforms and unlocked China to the globe to attract foreign investment and energized private sector, flourish economy and make china politically strong. Beijing has been vigorously struggled and involved in economic activities by surpassing Japan in 2008 and became world's second largest economy from 2011. Xi Jinpin
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Rice, Ronald E., Zunyou Wu, Li Li, Roger Detels, and Mary J. Rotheram-Borus. "Reducing STD/HIV Stigmatizing Attitudes Through Community Popular Opinion Leaders in Chinese Markets." Human Communication Research 38, no. 4 (September 5, 2012): 379–405. http://dx.doi.org/10.1111/j.1468-2958.2012.01436.x.
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Waworuntu, Adrianus L. G. "Shenshi 紳士 atau Gentry Cina: Sekilas Sejarah dan Profil Kaum Aristokrat Cina pada Zaman Kekaisaran." Paradigma, Jurnal Kajian Budaya 2, no. 2 (February 15, 2016): 137. http://dx.doi.org/10.17510/paradigma.v2i2.23.
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<p>In order to comprehend the many aspects of social and cultural historiography of traditional China, it is imperative to recognize who are the main actors. In traditional Chinese society, there is a significant category known as the Chinese gentry, or the shenshi 紳士 in Mandarin. They were known as the Chinese scholar-official class who administered the traditional Chinese dynastic government system since more than two-thousand years ago until the abolishment of the system in 1911. The Chinese gentry emerged from the intellectuals who became officials by going through a special, open-recruited, educational system; a system that enabled every person from any strata in traditional society to enroll. However, their office and titles could not be passed to their offspring through birthright. All ministers, governors, magistrates, intellectuals, poets, men of letters, and also the metropolitan and local informal leaders emerged from this class. Chinese histories in the times of the various dynasties are decorated by the roles and actions of this shenshi.</p>
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Bolt, Andrew J., and Pandora Rupert. "The Future of Service Learning in International Education." GATR Global Journal of Business Social Sciences Review 4, no. 4 (October 17, 2016): 01–06. http://dx.doi.org/10.35609/gjbssr.2016.4.4(1).
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Objective This paper explores the complex dynamics of teaching service learning to EFL learners at a Chinese university through the eyes of two international instructors from an American partner school. By reflecting on different cultures' views on charity and assistance through tools like the World Giving Index, educators can gain a deeper understanding of the implications of international perspectives on service work. Tailoring pedagogical approaches to local conditions can better fulfill service education's function of producing future leaders who make cooperation and altruism a larger priority. Methodology/Technique The paper examines previous studies and reports. Findings The finding shows that perception of Western-style educational charities remains low as insisting on this can be met with a lack of enthusiasm and even hostility. But from international perspective, increasing number of students are likely to spend some of their educational experience abroad. Novelty : Providing previous context and world statistics, it gives reason on initiating service learning and its contribution on solving global, humanitarian and environmental issues. Type of Paper: Review Keywords: Developing Nations; Global Partnerships; International Education; Service Education; Service Learning.
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Wan, Chang Da, Molly N. N. Lee, Morshidi Sirat, and Wen Zhuo Heng. "Identities of Chinese Community-Based Higher Education Institutions in Malaysia: an Exploration Study Using the Concept of ‘Roots’." International Journal of Chinese Education 9, no. 1 (June 17, 2020): 68–88. http://dx.doi.org/10.1163/22125868-12340120.
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Abstract Malaysia is a multi-racial country where about a quarter of the population are ethnic Chinese. Arguably, Malaysia is also the only country outside of Greater China to have a ‘complete’ Chinese education track from primary to higher education. The Malaysia higher education system, consisting of both public and private higher education institutions, has five private higher education institutions that can be considered as ‘Chinese community-based’. These institutions were established by various interest groups in the Chinese community with seemingly different purposes. Hence, based on interviews with 23 participants, ranging from institutional leaders, administrators, mid-level academic managers and academic staff across three ‘Chinese community-based’ institutions, this paper explores the identities of these ‘Chinese community-based’ institutions. Using the concept of ‘roots’ (根) as an analytical lens, this paper illustrates three distinctive identities of these institutions which can be described as the ethnically proud (寻根问祖), the accommodator (落地生根) and the uprooted (失根群族). The understanding of these different identities illuminated the fact that there are subtle but crucial differences even across the three selected ‘Chinese community-based’ higher education institutions in Malaysia. More importantly, this diversity has crucial implications for policymaking in the governance of higher education institutions, positioning and branding of these institutions, as well as understanding of educational development of the Chinese diaspora outside of Greater China.
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SHIH, VICTOR, CHRISTOPHER ADOLPH, and MINGXING LIU. "Getting Ahead in the Communist Party: Explaining the Advancement of Central Committee Members in China." American Political Science Review 106, no. 1 (February 2012): 166–87. http://dx.doi.org/10.1017/s0003055411000566.
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Spectacular economic growth in China suggests the ruling Chinese Communist Party (CCP) has somehow gotten it right. A key hypothesis in both economics and political science is that the CCP's cadre evaluation system, combined with China's geography-based governing logic, has motivated local administrators to compete with one another to generate high growth. We raise a number of theoretical and empirical challenges to this claim. Using a new biographical database of Central Committee members, a previously overlooked feature of CCP reporting, and a novel Bayesian method that can estimate individual-level correlates of partially observed ranks, we find no evidence that strong growth performance was rewarded with higher party ranks at any of the postreform party congresses. Instead, factional ties with various top leaders, educational qualifications, and provincial revenue collection played substantial roles in elite ranking, suggesting that promotion systems served the immediate needs of the regime and its leaders, rather than encompassing goals such as economic growth.
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Jun, Wang. "The Problems to be Tackled with in the Normalization of the Computer-Assisted English Learning in the Chinese Mainland Context." Advanced Materials Research 886 (January 2014): 711–20. http://dx.doi.org/10.4028/www.scientific.net/amr.886.711.
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Teaching English as a foreign language (TEFL) has always been paid great attention to ever since English was officially recognised as the first foreign language in China in 1964. The evident advantages of applying computer science and information technology in TEFL have been recognized by the government leaders, educational researchers, teachers and the students. Numerous researches and efforts have been made to integrate modern technology into TEFL and some progress has been achieved. However, the overall results fall short of expectations. To a certain degree, the computer aided language learning (CALL) in English in Chinese mainland is still at its infant stage and great potential of computer science and information technology in facilitating TEFL has not been fully realized. After exploring the current situation of the CALL in TEFL in Chinese mainland, this article categorizes the problems from personal, administrative, technical, economic and conceptual aspects. Based on the exploration of the current state and the problems existing, several suggestions are put forward for the normalization of CALL in TEFL in the Chinese mainland.
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Cheng, Li, and Lynn White. "Elite Transformation and Modern Change in Mainland China and Taiwan: Empirical Data and the Theory of Technocracy." China Quarterly 121 (March 1990): 1–35. http://dx.doi.org/10.1017/s0305741000013497.
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Four decades have passed since the 1949 Communist Revolution divided China into two political entities. These culturally similar polities adopted different ownership systems and divergent development strategies in their early decades, but they have witnessed nearly identical elite transformations and convergent social transitions in recent years.At their recent respective 13th party congresses, the Chinese Communist Party (CCP) and Chinese Nationalist Party (KMT) both promoted a great number of new leaders who can be identified as “technocrats” to top Party positions. In the Mainland, this new group of leaders has only recently come to power, while in Taiwan it emerged at the beginning of the 1970s and has continuously increased in number since then. This is a new generation of leadership, whose socialization, educational background, political experience and value orientation differ significantly from those of the old elite.Parallel to this leadership transformation, a profound social transition has also occurred in both Mainland China and Taiwan. The Chinese people in both places have made great economic achievements and have moved rapidly from isolationism towards mercantilism. This is particularly obvious in Taiwan, but it can be seen to a lesser degree in the Mainland. Less noted, but equally significant, has been the change in their political systems. In Mainland China, although the June Fourth Incident (1989) has impeded the momentum of political reform, the relationship between state and society has been significantly altered. It seems that political reform, which includes institutionalization, decentralization and liberalization, will continue its zigzag but progressive journey.
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Slavin, Robert E., Alan C. K. Cheung, and Tengteng Zhuang (庄腾腾). "How Could Evidence-Based Reform Advance Education?" ECNU Review of Education 4, no. 1 (January 27, 2021): 7–24. http://dx.doi.org/10.1177/2096531120976060.
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Purpose: This article presents a definition and rationale for evidence-based reform in education, and a discussion of the current state of evidence-based research, focusing on China, the U.S., and the UK. Design/Approach/Methods: The article contrasts the state of educational research in the U.S., the UK, and China, world leaders in evidence-based reform. Findings: The article suggests ways in which Chinese, U.S., UK, and other scholars might improve the worldwide quality of evidence-based reform in education. One indicator of this partnership is an agreement among the Chinese University of Hong Kong, Nanjing Normal University, and Johns Hopkins University to work together on Chinese and English versions of the website Best Evidence in Brief and a collaboration between Johns Hopkins and the ECNU Review of Education at East China Normal University. Originality/Value: This article is the first to compare developments in evidence-based reform in education in China with parallel developments in the U.S. and UK Building understanding of current evidence-based policies should help all countries learn how evidence can play a greater role in education policy and benefit many students.
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Fred Simon, Denis. "China’s Innovation Gap." Mechanical Engineering 135, no. 01 (January 1, 2013): 30–35. http://dx.doi.org/10.1115/1.2013-jan-1.
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This article highlights innovation, research and development (R&D), and other efforts that are being made to assure China’s progress in the coming future. Chinese leaders understand that innovation is central to their critical interests. Without it, China will never capture the true wealth generated by its dynamic manufacturing sector, improve its competitiveness, or reduce its overall dependence on foreign technology. China has created the educational and research infrastructure needed to embed itself in emerging transnational knowledge networks. Thriving foreign enterprises are likely to have a significant impact on China’s R&D culture. The study reveals that to thrive in the future, China needs to build on its brains, not its brawn. The central government has laid the groundwork for a more innovative economy. A series of medium-to-long-term initiatives are funding science and technology research, reforming education, developing talent, and supporting emerging industries. The results are mixed, but show signs of China’s progress over the past two decades. If Taiwan is any indicator, Chinese with multinational experience are likely to become the technology entrepreneurs of China’s future.
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Jingyi, Wang, and Liu Chang. "Formation System of Education of Ukraine and China: Comparative Analysis." Professional Education: Methodology, Theory and Technologies, no. 8 (December 21, 2018): 238–51. http://dx.doi.org/10.31470/2415-3729-2018-8-238-251.
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The specific aspects of the education system of Ukraine and China are considered and analyzed. It is noted that the growing intellectualization of the economy is one of the important modern criteria, which is reflected in the requirements to increase the quality of education. From this point of view, the study of China’s experience in the educational sector is relevant as it promotes the search for improvement of the existing educational model in Ukraine. A comparative description of the age criterion of the stages of the educational process in Ukraine and China is presented. From this point of view, there are the following links in the education system in two countries: pre-school education, elementary education, secondary education, higher education, adult education. Mechanisms for obtaining each level of education in two countries are revealed. The forms of educational institutions ownership and fees for educational services, terms of education, types of educational institutions of each level, statistics on the coverage of pre-school education, the number of children, educators and assistant educators in groups of kindergartens, pupils and teachers in classes, school regimen, grading scale, the lesson duration, the only state examination for admission to higher education, the conditions for admitting university entrants to institutions of higher education are revealed. It is also noted that there is an acute problem with the provision of teaching staff with higher education in China preschool institutions and this issue is systematically and purposefully solved by the state. The article analyzes the three top rankings of the best institutions of higher education in the world educational market in the context of the quantitative component of Ukrainian and Chinese universities representatives. The indexes for which the universities were evaluated and the world top universities’ rating was created. The authors made a conclusion that only six institutions of higher education of Ukraine have world-class recognition, and two of them meet international standards of preparation of skilled workers. The authors based the position that China is one of the leaders in providing quality educational services, and therefore it is expedient to study the organization, content, forms and methods in the Chinese universities for the purpose of implantation of constructive experience in the educational system of Ukraine.
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Tong, Ho-kin. "Father-son Education in the Ancient Chinese Classics Guoyu and Zuozhuan." Asian Culture and History 12, no. 2 (September 30, 2020): 12. http://dx.doi.org/10.5539/ach.v12n2p12.
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The hexagram “jiaren gua” 家人卦 (The Family) of Yijing 易经 (Book of Changes), a divination manual in the Western Zhou period (1046–771 BC) advocates a strict father image in family management. Is the Pre-Qin father really a strict figure? To answer this question, taking the two major Pre-Qin historical texts Guoyu 国语 and 左传Zuozhuan as targets, three sub-questions will be addressed: (1) What kind of family education records are collected in these texts? (2) How is father-son education represented in these texts? (3) Why is father-son education represented in such a way in these texts? A comprehensive textual research on a father’s role represented in these texts was conducted to collect relevant data to answer the three sub-questions. The data collected was then interpreted by a hermeneutics method, with educational and sociological perspectives to propose an answer to the main research question. The strict but caring fathers represented in these two learning texts are role models for learners and readers in that period. This role model creates a heavy burden on male leaders of upper class families because no matter fathers or sons, they have to have a high moral standard to safeguard their families. Being an upper class father in the Chunqiu period 春秋 (c.770-c.476 BC) is a difficult task as he has to strike a balance between strictness and love to teach his sons. This is also true for today’s fathers.
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Yue, Xiaoyao, and Yongjun Feng. "Empirical Research on Leadership Capacity of Secondary Vocational Teachers in Yunnan Province of China." Journal of Education and Learning 10, no. 1 (December 16, 2020): 7. http://dx.doi.org/10.5539/jel.v10n1p7.
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Teacher leadership continues to be a growing educational reform initiative across the world. With the rapid development of Chinese language education, the role of teacher leadership in education reform is becoming more and more prominent. Based on the survey data of 104 teachers in a secondary vocational school in Yuxi City, this study investigated the level of teacher leadership capacity and discussed their promotion strategies. Based on Lambert’s (2003a) theory of teacher leadership capacity, the author developed a research questionnaire that including four structures of teacher leadership capacity, which focus on the vision, reflection and innovation, shared governance, supervision, and response to student achievement. This study adopted the five-likert point scale. Data analysis shows that the average scores of 17 items does not exceed 4.00 points, while the highest and lowest score are from “focus on the vision.” To improve the teacher leadership capacity, the study suggests that leaders should concentrate on the school’s vision as well as establish collaborative culture and atmosphere among teachers.
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Rwantabagu, Hermenegilde. "Building Dialogue Among Nations Through Educational and Cultural Cooperation: The Case of Burundi and the P.R. China." Espacio, Tiempo y Educación 7, no. 2 (July 7, 2020): 83–99. http://dx.doi.org/10.14516/ete.305.
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The aim of the present paper is to highlight the process of educational and cultural cooperative between China and African countries, particularly Burundi, the gap it came to fill and the positive outcomes it has generated. It is essentially based on a review of existing relevant documentation. African Universities were born during a period marked by rapid change as most of the countries of the continent were achieving independent nationhood. In this context, those young institutions were assigned the daunting task of contributing to national development through research activities and by producing competent manpower to help in solving the complex problems facing those societies. To this end, African states have sought to enhance the performance of their higher education systems through cooperation with China an emerging but experienced country. Hence, since the 1960s, China has been granting scholarships and other facilities to prospective African leaders and technocrats to study in different regions of the host country. Within this framework, Burundi has enjoyed cooperation assistance from the P.R. China, in economic, medical, cultural and educational matters since independence. This has helped the country to build the capacity of its education system, particularly higher education. We may conclude by saying that the offering of scholarships, the exchange of scholars, artistic performances on both sides as well as the widening Chinese language teachin programme in schools and universities through the Confucius Institute have gone a long way in promoting intercultural appreciation and understanding between the two countries. In this perspective, there is a need for highlighting the extent to which China-Burundi educational and cultural cooperation has contributed the building of mutual understanding between, the two countries.
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Sagan, Galyna. "THE UKRAINIAN DIASPORA IN CHINA: HISTORY AND THE CURRENT TENDENCY OF BECOMING." Kyiv Historical Studies, no. 1 (2018): 43–51. http://dx.doi.org/10.28925/2524-0757.2018.1.4351.
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The article shows the main historical stages of the appearance of Ukrainians in Chinese territories, identifi es the reasons for the resettlement of our compatriots to the Far East, disclosed their social and public life in The Celestial Empire, and indicated the factors of re-emigration from China to other countries. Also, disclosed tendency to revive of the Ukrainians Diaspora life in China in the beginning of the 21 century, which at one time ceased to exist after the Second World War. At the beginning of the 20th century, Manchuria became another center of the Ukrainian Diaspora formation, which was formed around cultural centers and groups that arose along the East China Railway. The Far East, as a place of compact residence of Ukrainians, in the 30s of the 20 century came to the attention of the OUN’s leaders. 1948 year was the last in the life of organized Ukrainism in China in the 20 century. We can talk about the revival of the rallying of Ukrainians in China only at the beginning of the 21st century. The desire of Chinese Ukrainians to live a full-fl edged Diaspora life now positively aff ects the attitude of the Chinese to both Ukrainians and Ukraine as a whole. It is thanks to the eff orts of Ukrainian society in China that today there is a positive tendency to appearance and dissemination of information about Ukraine, which comes from primary sources. Before that, everything was in translation from the Russian media. The Chinese with every year show more and more interest in Ukrainians and Ukraine. On the path of rallying the Ukrainians of China, the main problem is the insuffi cient fi nancing by the Ukrainian side of various cultural, information, educational and economic projects and initiatives. However, other foreigners are faced with the same problems. As the experience of recent years has shown, many issues can be solved precisely thanks to the active communication of Ukrainians among themselves, mutual assistance and the desire to unite.
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Sun, Hechuan, Xiaodong Wang, and Sailesh Sharma. "A study on effective principal leadership factors in China." International Journal of Educational Management 28, no. 6 (August 5, 2014): 716–27. http://dx.doi.org/10.1108/ijem-11-2013-0173.
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Purpose – The purpose of this paper is to find out what are the effective school principal leadership (ESPL) factors or indicators that Chinese teachers consider or expect. It explains how and why ESPL factors are important for effective school improvement (ESI). It tries to expand the domain knowledge of ESPL. Design/methodology/approach – The questionnaires consisted of eight factors and 40 indicators. The rating instrument was a five point Likert Scale (from 1 to 5). In total, 100 school teachers in Liaoning Province of mainland China were participated and surveyed. Factor analysis, t-test and one-way analysis of variance (ANOVA) were used to analyze the collected data. Findings – This study provides empirical insights about what ESPL factors that Chinese teachers considered. According to the results of t-test and one-way ANOVA, there were no significant differences between and among the respondents’ gender, areas and years of teaching experiences in rating the ESPL factors. The findings argue that the 16 extracted ESPL indicators have not only revealed the expectations of Chinese teachers toward their school principals, but also have drawn a three-dimensional-image of what a good and effective school principal should be. From the Chinese teachers’ eyes, a good school principal should not only possess good managerial skills in the aspects of time and routine work (such as self management, time management, influence, decision making and commitment) but also should possess good emotional intelligence, human skills, more attentiveness and consideration toward the needs of their followers (such as comfort, communication skills and empathy, etc.). Practical implications – This study provides implications for all school stakeholders, particularly for school principals, school leaders and educational managers both in and outside of schools. A good school principal should possess good ESPL characters/factors. If not, at least he/she should be aware of the ESPL characters/factors and actively adopt or adapt them. Thus the ESPL factors or indicators extracted from this study can be served as a mirror and a useful knowledge. Originality/value – This study belongs to very few of this kind of researches carried out in mainland China. Its findings have made some contributions to the ESPL research in mainland China, to the research of school leadership and ESI.
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Averill, Stephen C. "Party, Society, and Local Elite in the Jiangxi Communist Movement." Journal of Asian Studies 46, no. 2 (May 1987): 279–303. http://dx.doi.org/10.2307/2056015.
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AbstractIn August 1927 the Chinese Communist Party (CCP) in Jiangxi seemed moribund, yet by the end of 1930 the movement was larger and more active than ever before. How did this occur? Past studies have especially emphasized Mao Zedong's famous rural guerrilla strategy, but this was only part of the story. Equally significant was the little-studied success of members of the Jiangxi hill-country elite who were also in the CCP in using established schools and educational societies, time-honored traditions of local strongman behavior, and existing bandit–secret society gangs to build many localized base areas. Such techniques were congenial to CCP leaders and essential to the movement's survival in the early days when its prestige and material resources were at a very low ebb, and when radical reforms would almost certainly have failed. Nevertheless, this strategy also fostered parochial attitudes and organizational weaknesses that clashed with the later efforts of Mao and his allies to carry out mass mobilization and fundamental land reform. Only after a prolonged and violent crisis within the base areas did the “Maoist” policies vital for the revolution's long-term growth begin to overcome the policies of elite coalition building that had been necessary for the movement to obtain its initial foothold in the Jiangxi hill country.
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Adarkwah, Michael Agyemang, Yohana Kifle Mekonen, and Usama Kalim. "Teacher Professional Development as a Catalyst for Faculty Development: The Case of a University in China." Journal of Education and Training Studies 9, no. 5 (April 27, 2021): 1. http://dx.doi.org/10.11114/jets.v9i5.5139.
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Teacher professional development (TPD) is integral for faculty development through quality teacher performances and student outcomes. Prior research on TPD indicates that school leaders at the helm of educational affairs are responsible for implementing and sustaining TPD activities for better school improvement. In the higher education (HE) context, fewer research studies have been conducted on TPD. Most HE institutions still struggle to implement, sustain, and improve TPD in China and significant parts of the world. The qualitative research utilized a case study approach to solicit information from two deans of a selected university faculty in China reputable for its TPD programs. The three key leadership practices explored in this study were; how leadership support TPD, the role of TPD in faculty development, and the challenges of TPD in the HE context. Findings from the study indicate that China's hierarchical structure has positively affected TPD programs in this university due to the Chinese culture and tradition. Clear and concrete policies emerged as an essential step towards TPD implementation. Motivational strategies such as incentives and academic conferences have been identified as integral factors for TPD sustainability. Also, mentorship and collaboration among teachers and other stakeholders were integral to enhancing teachers' research capacity. Educators should ensure the evaluation and supervision of TPD for it to achieve its intended goals.
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Kovba, D. M., and E. G. Gribovod. "International academic mobility through the prism of soft power theory." Education and science journal 21, no. 10 (January 2, 2020): 9–31. http://dx.doi.org/10.17853/1994-5639-2019-10-9-31.
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Introduction. In the era of globalisation and digitalisation of society, the phenomenon of mobility is of particular relevance in the humanitarian discourse. Technological, socio-political and economic changes, penetrating into the sectors of education and science, contribute to internationalisation, intensification, as well as the inclusive growth of these priority areas of society. The study of academic mobility in the context of the theory of soft power will make it possible quantitatively measure and qualitatively evaluate the information and educational infrastructure as a separate educational and scientific organisation, and the country as a whole. The aim of the present research is to comprehensively consider the international academic mobility of students as a component and recourse of the country’s soft power in post-industrial realities.Methodology and research methods. The methodological framework of the research involves discursive and conceptual approaches. The following general scientific methods were used: comparative and system-structural analysis, synthesis, generalisation and comparative method. Statistical reports and data from global rating systems were analysed and processed through the method of secondary data analysis. The coefficient of rank correlation of the relationship between the number of foreign students in the countries (included in the Top 30 of soft power) and indicators of the rating of the world universities was calculated according to Spirman’s rank correlation test.Results and scientific novelty. The theories of soft power and academic mobility are synthesised on the basis of an analytical review of scientific publications by European, American, Russian and Chinese scientists. The hypothesis of the close interdependence of these concepts is confirmed. Academic mobility, including the virtual one, is shown to be an important tool for achieving geopolitical and economic goals both in the long-term and short-term perspectives. It is established that academic mobility, on the one hand, is determined from the standpoint of economic and political expediency; on the other hand, as a consequence of the globalisation, transforming the higher education system. While Western researchers emphasise the positive aspects of international law by students and scientists, the Russian scientific discourse is largely focused on the negative trends of this process. Two directions of soft power formation in the field of education are identified: training of future leaders (elite) and education of ordinary citizens. The authors revealed the vectors of the discussed type of mobility – Western-centric (Anglo-American) and the new one Asian (Eurasian), in whichChinaand the Chinese language take a special place. It was initiated to establish the SCO University Network among the representatives of member states in order to balance educational flows. The obstacles to its effectiveness are identified.Practical significance. The research findings and conclusions extend the knowledge of the possibilities and limitations of the academic mobility realisation to increase university competitiveness.
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Su, Jing Jing, Golden Mwakibo Masika, Jenniffer Torralba Paguio, and Sharon R. Redding. "Defining compassionate nursing care." Nursing Ethics 27, no. 2 (July 8, 2019): 480–93. http://dx.doi.org/10.1177/0969733019851546.
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Background: Compassion has long been advocated as a fundamental element in nursing practice and education. However, defining and translating compassion into caring practice by nursing students who are new to the clinical practice environment as part of their educational journey remain unclear. Objectives: The aim of this study was to explore how Chinese baccalaureate nursing students define and characterize compassionate care as they participate in their clinical practice. Methods: A descriptive qualitative study design was used involving a semi-structured in-depth interview method and qualitative content analysis. Twenty senior year baccalaureate nursing students were interviewed during their clinical practicum experience at four teaching hospitals. Ethical considerations: Permission to conduct the study was received from the Institutional Review Boards and the participating hospitals. Results: Baccalaureate nursing students defined and characterized compassionate care as a union of “empathy” related to a nurse’s desire to “alleviate patients’ suffering,” “address individualized care needs,” “use therapeutic communication,” and “promote mutual benefits with patients.” Students recognized that the “practice environment” was characterized by nurse leaders’ interpersonal relations, role modeling by nurses and workloads which influenced the practice of compassionate care by nursing personnel. Conclusion: Compassionate care is crucial for patients, nurses, and students in their professional development as well as the development of the nursing profession. In order to provide compassionate care, a positive practice environment promoted by hospital administrators is needed. This also includes having an adequate workforce of nurses who can role model compassionate care to students in their preceptor role while meeting the needs of their patients.
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Konoreva, Irina A., and Igor N. Selivanov. "History of Relations between Yugoslavia and the Soviet Union in Documents from Serbian and Russian Archives." Herald of an archivist, no. 2 (2018): 630–39. http://dx.doi.org/10.28995/2073-0101-2018-2-630-639.
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The review characterizes two collections of archival documents published in Belgrade and Moscow. They contain materials on the history of Yugoslavo-Soviet relations in 1964-1980s from the Archive of Yugoslavia and the Russian State Archive of Contemporary History. The reviewed collections continue the series of publications of the Archive of Yugoslavia (‘Documents on Yugoslavia Foreign Policy’) and of the International Fund ‘Democracy’ (‘Russia: The 20th century’). The collections contain over 100 documents, most of which are published for the first time. They address problems of international relations and domestic policy of the two countries. These problems were discussed by the leaders of Yugoslavia and the USSR at their one-on-one meetings. These discussions allow to trace the process of establishment of mutually beneficial relations. There are materials on general problems of international relations, as well as regional issues: estimation of the role of the USA in the international affaires; impact of the Non-Aligned Movement; European problems; political situation in the Near, Middle, and Far East, and in the Southeast Asia; etc. The chronological framework include events of the Second Indo-Chinese War. The 2-volume collection includes I. B. Tito’s and L. I. Brezhnev’s assessments of the operations in Vietnam and their characterization of the American policy in the region. Its name index and glossary of abbreviations simplify working with documents. The materials of these collections may be of interest to professional historians, Master Program students specializing in history and international relations, who may use them as an educational resource, and post-graduate students researching issues of World and East-European history.
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Ji Qingsheng. "Current Problems for Leaders of Chinese Schools." Management in Education 7, no. 3 (September 1993): 24–25. http://dx.doi.org/10.1177/089202069300700312.
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Portyakov, V. Ya. "Policy of Foreign Economic Openness in the People’s Republic of China: Main Results and Prospects." Outlines of global transformations: politics, economics, law 12, no. 1 (April 1, 2019): 44–68. http://dx.doi.org/10.23932/2542-0240-2019-12-1-44-68.
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The People’s Republic of China marks in December 2018 the 40th anniversary of the economic reform start. Its integral part was external economic openness of the country which replaced former Mao Zedong’s policy of autarky. The article deals with the main achievements of China’s foreign trade in goods and services and cross-border investment cooperation of the country during reform period. Shortcomings and problems in these spheres are shown. The article analyzes the formation of the second stage of foreign economic openness in China, which is associated primarily with the initiative to build land and sea “silk roads” and with the creation of a number of experimental free trade zones in the country. The possible prospects of further development of China’s foreign economic relations, taking into account various internal and external factors, are analyzed. Briefly summing up the results of China’s foreign economic openness policy in the years of reform, we can say that it has played a crucial and irreplaceable role in the modernization of the country and its transformation into one of the leading powers in the world, in absorbing norms and rules of the world market. China has become one of the world leaders in terms of trade, attracting foreign investment and investing abroad. Beijing has adapted itself well to the process of globalization of the world economy and has become one of its main beneficiaries. China’s official position is currently distinguished by its commitment to globalization, resistance to protectionism, and support of active economic cooperation in all areas. This position is quite natural, since foreign economic relations will remain one of the leading factors in China’s development for the foreseeable future. On the way to achieving the goal proclaimed by Beijing – to turn the country from a “big” trading power into a “powerful” – China has much to do in order to overcome the weaknesses revealed in its foreign trade and foreign economic relations in general, and also to take more fully into account the often fair claims and demands of its trade and economic partners. Beijing is working hard on a strategy for further development of foreign economic relations. Particular importance is attached to the formation of a wider network of trading partners along the routes of land and sea “silk roads”. It is necessary to significantly increase the share of China’s Western territories in country‘s foreign trade and investment activities abroad. Beijing is planning to form a group of multinational companies with Chinese capital, which have high international competitiveness. The development of products with high value added, the struggle for the high prestige of goods of famous Chinese brands, the search for new ways of trade in services and goods, the formation of new interstate free trade zones will be continued. In practical terms, one of the most important steps is the formation of pilot free trade zones in China itself. They are designed to work out the transfer of China’s foreign trade and investment activities to advanced international standards, to prepare further opening of the Chinese market (including financial, social, educational services) for foreign investors.
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Lim, Jason. "The Education Concerns and Political Outlook of Lim Keng Lian (1893–1968)." Journal of Chinese Overseas 3, no. 2 (2007): 194–219. http://dx.doi.org/10.1163/179325407788639740.
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AbstractLim Keng Lian (1893–1968) was a prominent tea merchant in Singapore from the mid-1920s until his death. He also concerned himself with the educational needs of the Chinese in Singapore and Malaya. During the 1930s and 1940s, he worked tirelessly to raise overseas Chinese awareness of the plight of China. As a supporter of the Kuomintang, he made his mark as a leading overseas Chinese representative in the party, remaining loyal even after the KMT's defeat in 1949. Despite his dedication to the welfare of the overseas Chinese, his foray into Chinese politics and his success in the tea business, Lim remains largely neglected in overseas Chinese studies. This article mainly traces his attempts at reforming overseas Chinese education in the 1930s, his work as a community leader among the Hokkien community in Malaya, his entry into Chinese politics as a wartime parliamentarian, and his brief stint as Deputy Chairman of the Overseas Chinese Affairs Commission in China.
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Sang, Kangru. "A Comparative Study of Differences between Chinese and American Family Educational Approaches." Journal of Educational Theory and Management 1, no. 1 (October 16, 2017): 70. http://dx.doi.org/10.26549/jetm.v1i1.295.
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Education is not only a science but an art. During the children's entire education, school education is in a dominant position but family education plays a key role. Children's growth needs education, help, and guide from parents. With the development of Chinese society and economy, the importance of family education of children grows more and more significant. But because of cultural traditions, lifestyle, social customs, ideas and sense of heritage, family education in China is still a weak part. The traditional concept of family education is being challenged. And many parents lack understanding of physiological and psychological development of the children during their growth, and lack proper education and effective methods to face the different stages of children's development. Consequently, parents tend to miss crucial educational opportunities. With different history, culture and social economic conditions between China and America, the formations of family education are producing a huge impact. American high level of culture and education also determines the United States the world leader in science and technology. The US has not only advanced school education but advanced family education, and their advanced educational concepts and teaching approaches are in line so that we can learn from American family education in a lot of places.Through questionnaire investigation and contrastive analysis, this thesis studies the differences between Chinese and American family educational approaches by three main aspects of intellectual education, moral and physical education, and life education. Firstly, this thesis discusses the reasons on the historical and cultural backgrounds and social conditions. Then this thesis describes the specific performance including the different status and contents, the comparison of parenting methods. In the end, this thesis has a brief summary of advantages and disadvantages of Chinese and American family educational approaches. This thesis tries to briefly describes and compares the intellectual education, moral and physical education and life education. Therefore, the aim of this thesis is in order to improve the quality of our family education. By studying the differences of family educational style between China and America, we do not mean to belittle our Chinese family education but is a kind of reflection. Absorbing American family education's advantages and removing the disadvantages of our family education style as well as keep our Chinese traditional merits of family education could make a benign circulation of healthy personnel training in our country. Thus, we could gain a competitive advantage in the future competition and gradually adapt to the world trend of the future.
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Haiyan, Qian, Allan Walker, and Yang Xiaowei. "Building and leading a learning culture among teachers." Educational Management Administration & Leadership 45, no. 1 (July 9, 2016): 101–22. http://dx.doi.org/10.1177/1741143215623785.
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A positive teacher learning culture is important to effect meaningful changes in schools. Literature has established that successful school leaders can build and nurture learning cultures among teachers. However, less is known about how school leaders can shape the culture and make learning conditions happen at the schools in the Chinese education context. This paper reports an in-depth qualitative case study of a primary school in Shanghai. Using data collected from the principal, vice principal, mid-level leaders and teachers, the study attempts to answer these two questions: how do the school leaders build and nurture a positive teacher learning culture, and how does this culture affect teachers’ working lives?
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Shen, Wenqin, Ying Huang, and Wei Fan. "Morality and ability: institutional leaders’ perceptions of ideal leadership in Chinese research universities." Studies in Higher Education 45, no. 10 (September 22, 2020): 2092–100. http://dx.doi.org/10.1080/03075079.2020.1823645.
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James-MacEachern, Melissa, and Dongkoo Yun. "Exploring factors influencing international students’ decision to choose a higher education institution." International Journal of Educational Management 31, no. 3 (April 10, 2017): 343–63. http://dx.doi.org/10.1108/ijem-11-2015-0158.
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Purpose There is little research into small higher education institutions and international students’ choice in selecting these institutions. The purpose of this paper is to understand the factors that influence international student choices in selecting a small institution. In particular, this study compares the differences between Chinese students and other international students in selecting an institution, specifically based on sources of information used, usefulness of the information, pull motivations, and reference groups/items. Design/methodology/approach This research study examined undergraduate international students at a small-sized Canadian higher education institution. “International students” were surveyed – as the total population included all students who are studying at the institution on a study permit or a temporary resident (visitor) visa. All full-time and part-time international students attending the institution were eligible to participate in the survey regardless of their faculty or major. For the sampling process, international students at the institution were intercepted on campus using convenient sampling and personal interview method to participate in the survey. In addition, students were invited within the classroom to volunteer to complete the survey. They were able to complete either a paper-based survey or an online survey by following a hyperlink. Findings Results indicate that international students considered “the university’s website” as the most used information source but perceived “direct communication from the institution” as the highest ranked usefulness of the information when selecting a small institution. Further, findings indicate that international student cohorts perceived “environmental cues and educational facilities” as the most important pull motivational factor and the institution itself as the reference that has the most significant influence on student decision making. Research limitations/implications This study was conducted on students who were surveyed following their enrolment and attendance at the institution. Students were surveyed at various stages of their undergraduate studies. As a result, some of these responses may be several years from the actual decision of selecting an institution and student recall may not be accurately reflected. In addition, examining student decision making prior to, during, and immediately following their choice of institution would most likely create better information as student attitudes and perceptions would be recorded closer to the actual decision. In addition, given that these students are attending the institution their actual experience on-campus may have impacted their responses either positively or negatively. Practical implications This study provides insight into international student choice in choosing smaller institutions. These findings can support recruitment policy and strategy for international students and may assist in enhancing institutional performance. Social implications The study reinforces the need for policy makers, institutional leaders and recruiters to understand motivations to pursue overseas studies and to ensure push, pull, and structural factors are aligned for successful student recruitment outcomes. While there is commonality among international student cohorts, there are also significant differences that need to be addressed by institutions and destinations for international students. These findings are presented from one small higher education institution in Canada. Originality/value This study created new knowledge regarding international student decision making in choosing to study at a small higher education institution. The study compared the key factors that influenced decision making and identified differences among Chinese students and other international students. There is little research into the international student decision making and small institutions. This study provides unique insight into international student choice and influences on their decision making.
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Zhang, Jia, Rui Yuan, and Shulin Yu. "What impedes the development of professional learning communities in China? Perceptions from leaders and frontline teachers in three schools in Shanghai." Educational Management Administration & Leadership 45, no. 2 (July 8, 2016): 219–37. http://dx.doi.org/10.1177/1741143215617945.
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Using qualitative data collected from three high schools in Shanghai, this study explored the barriers to the development of professional learning communities (PLCs) in Chinese schools from the perspectives of school leaders and teachers. Results indicate that the barriers identified by teachers in the development of PLCs include insufficient collaborative time, ineffective school leadership, unfavourable accountability policy, and lack of collaborative professional culture. By contrast, school leaders regard the absence of financial power, passive teachers, an unfavourable accountability system, and shortage of external resources as the major impediments to PLCs. Moreover, both similarities and differences are observed in the perceptions of teachers and school leaders regarding the barriers to PLC development. Practical implications for the effective implementation of PLCs and suggestions for future research are also presented.
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Liu, Lu, Hamish Coates, and Jinghuan Shi. "Editorial." International Journal of Chinese Education 9, no. 1 (June 17, 2020): 1–4. http://dx.doi.org/10.1163/22125868-12340116.
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Abstract This issue collects six papers which investigate ongoing challenges and developments in Chinese higher education. It publishes papers from emerging researchers who chart contemporary directions in research and practice relating to institutional governance and philanthropy, the changing identity of university leaders and teachers, the formation of liberal arts and business studies curriculum. The papers focus on education in China and abroad, and offer cross-national and intercultural perspectives of high relevance in a changing world.
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Zhu, Lei, and Wei Wang. "A Critical Discourse Analysis of the US and China Political Speeches—Based on the Two Speeches Respectively by Trump and Wang Yi in the General Debate of the 72nd Session of UN Assembly." Journal of Language Teaching and Research 11, no. 3 (May 1, 2020): 435. http://dx.doi.org/10.17507/jltr.1103.12.
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The research attempts to analyze two political discourses delivered respectively by American president Donald Trump and Chinese foreign minister Wang Yi in the 72nd session of UN assembly. With Fairclough’s 3-Dimensional Discourse Model as the analytical framework, we make an investigation into the two political discourses so as to gain insights into the interplay of discourse, ideology and society, by examining linguistic characteristics of text, discursive and social practice dimensions. On the first dimension of text, we find that both leaders prefer Judgment resources to the other two resources within the Affect System in their remarks, by resorting to the new advancement in Systemic Functional Grammar—Martin’s Attitude subsystem under his Appraisal framework, and closely examining the interpersonal metafunctions, coupled with statistical measures. Within the Judgment subsystem, there exist significant differences between the two speeches in terms of Tenacity+ resources. On the dimension of discursive practice, our research reveals that both leaders use a great number of intertextuality resources in the remarks. Besides, both leaders have a preference to the sub-category of “The Original Producer of Discourse being the Speaker’s Compatriots” under the category of “Intertextuality”. That is, Wang Yi has a preference for the lines of Chinese sages in the Antiquity, whereas Trump is fond of using intertextuality resources from a diversity of domains, such as laws and statues, legal texts and documents of governments. Lastly, we develop an understanding of roles played by “American First” ideology and Chinese government’s national interest in today’s political arena through analyzing technologizing means of discourses.
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Borzenko, Olena, and Olena Boiko. "International experience of convergence processes towards the creation of joint ventures based on innovation." University Economic Bulletin, no. 46 (September 1, 2020): 49–64. http://dx.doi.org/10.31470/2306-546x-2020-46-49-64.
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The issues of convergence, which are considered as the convergence of the corresponding parameters of the development of regions and countries of the world, have been studied by economists for a long time. The issue acquired particular importance in the period of globalization. This is a priority in ensuring the security of the state, the formation of a national innovation system, the creation and operation of joint ventures, the development of industries based on innovations. When carrying out the research, the main problem that is relevant in the period of globalization was identified - convergence processes towards the creation of joint ventures on an innovative basis. The peculiarities of convergence processes in the direction of the functioning of joint ventures on the basis of innovations, including through the development of scientific and industrial parks, clusters, were highlighted in their scientific works by outstanding specialists. The problems of the functioning of joint ventures on an innovative basis, including through the creation of organizational forms of innovation, which are actively studied by scientists, have been identified. However, it requires more detailed further study, in particular in the development of proposals for improving legislative and other regulatory legal acts on the activities of joint ventures, scientific, industrial and technological parks, clusters. They can be mechanisms for the innovative development of industry. The statement of tasks consists in defining the basic principles of convergence processes in the direction of creating joint ventures on an innovative basis, as well as developing proposals for improving legislative and other regulatory legal acts on the development of special forms of organizing innovative activities. The purpose of the study is to determine the features of convergence, taking into account the specifics of international experience in the functioning of joint ventures and special forms of organizing innovation. The main methods that were used in the research process are analysis, statistical, comparison, and legal regulation. The review of international experience of the features of the development of convergence processes in the countries of the European Union is carried out. In particular, this applies to the group of countries of «innovation leaders», which include Sweden, Denmark, Finland and the Netherlands. The positive aspects of innovative development and the factors hindering development are identified. Consideration of joint ventures on the territory of Ukraine and China in the context of convergence is a significant achievement. Considerable attention is also paid to the development of special forms of organizing innovative activities. Ways of cooperation between Ukraine and China are proposed. Proposals have been developed that will help improve cooperation in industrial, scientific and educational spheres in the direction of the development of Ukrainian-Chinese cooperation. The field of application of the research results is socio-economic development.
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Chiang, Bo-Wei. "Tan Kah Kee’s Heritage: Rethinking the Cultural Meaning of Jimei School Village and Ao Yuan in Xiamen." Translocal Chinese: East Asian Perspectives 12, no. 1 (December 6, 2018): 28–75. http://dx.doi.org/10.1163/24522015-01201003.
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Tan Kah Kee, an overseas Chinese, was not only a political leader but also an educator in Modern China and Southeast Asia. He devoted his life to Chinese education and social enlightenment, and founded Jimei School and Amoy (Xiamen) University during the 1920s-30s. As an overseas Chinese with strong national and local identity, he advocated a new type of education as a strategy for social improvement. He also created a hybrid architectural style known as yangzhuang wanmao (western dress with a Chinese round hat) which can be described as a British colonial building with Minan (southern Fujian) influence. This paper discusses the tangible and intangible cultural heritage left by Tan Kah Kee, using the examples of Jimei School Village founded by Tan and the space of the Ao Yuan burial site in his hometown. First, I will introduce the background of his growth and the process of his immigration overseas. Then, I will analyze the establishment of Jimei School Village and the construction of the campus. In addition, the “view of museology” exhibited by Tan Kah Kee’s cemetery, Ao Yuan, was used to analyze the educational enlightenment that he pursued throughout his life. Finally, through the discussion of Tan’s cultural heritage, I analyze the contribution of his modernity project and its deficiency.
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Le, Huong, and Jade McKay. "Chinese and Vietnamese international students in Australia." International Journal of Educational Management 32, no. 7 (September 10, 2018): 1278–92. http://dx.doi.org/10.1108/ijem-08-2016-0180.
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Purpose The purpose of this paper is to examine the voice of Chinese and Vietnamese international students through studying the similarities and differences in their learning experiences and the reasons underlying their experience. Design/methodology/approach In total, 57 Chinese and Vietnamese international students participated in focus groups and interviews regarding their experiences of higher education and their suggestions for improvement. Findings The findings show that Chinese and Vietnamese students had varying levels of challenges and different progress in the adaptation process and that Chinese students were more vocal and less satisfied with their experience of higher education than Vietnamese students. This is due to the mismatch in their expectation and the actual experience and the cultural influence. Research limitations/implications The sample size is relatively small. This study only looked at Vietnamese and Chinese students in one university, which might have limitations in relation to subjectivity and bias. Practical implications The findings provide useful implications for educators, institutional leaders and support staff to improve facilities, teaching quality and service to students. Originality/value In the current era of internationalisation, commercialisation and mobility in institutions around the world, this study advances current research and provides timely insight into the experiential differences of the Chinese and Vietnamese student experience and their voice.
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Lu, Xing, and Herbert W. Simons. "Transitional Rhetoric of Chinese Communist Party Leaders in the Post-Mao Reform Period: Dilemmas and Strategies." Quarterly Journal of Speech 92, no. 3 (August 2006): 262–86. http://dx.doi.org/10.1080/00335630600938674.
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Harris, Alma, Michelle Jones, Kenny Soon Lee Cheah, Edward Devadason, and Donnie Adams. "Exploring principals’ instructional leadership practices in Malaysia: insights and implications." Journal of Educational Administration 55, no. 2 (April 10, 2017): 207–21. http://dx.doi.org/10.1108/jea-05-2016-0051.
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Purpose The purpose of this paper is to outline the findings from a small-scale, exploratory, study of principals’ instructional leadership practice in Malaysian primary schools. The dimensions and functions of instructional leadership, explicitly explored in this study, are those outlined in the Hallinger and Murphy’s (1985) model. Design/methodology/approach This study is part of a larger international, comparative research project that aims to identify the boundaries of the current knowledge base on instructional leadership practice and to develop a preliminary empirically based understanding of how principals conceive and enact their role as instructional leaders in Hong Kong, China, Vietnam, Malaysia, Singapore, Taiwan, and Thailand. Using a qualitative research design, semi-structured interviews were conducted with 30 primary school principals in Malaysia. The sample comprised principals from 14 Government National schools (SK), nine principals from Chinese schools (SJKC) and seven principals from Tamil schools (SJKT). The qualitative data were initially analysed inductively, and subsequently coded using ATLAS.ti to generate the findings and conclusions. Findings The findings showed that the Malaysian principals, who were interviewed, understood and could describe their responsibilities relating to improving instructional practice. In particular, they talked about the supervision of teachers and outlined various ways in which they actively monitored the quality of teaching and learning in their schools. These data revealed that some of the duties and activities associated with being a principal in Malaysia are particularly congruent with instructional leadership practices. In particular, the supervision of teaching and learning along with leading professional learning were strongly represented in the data. Research limitations/implications This is a small-scale, exploratory study involving 30 principals. Practical implications There is a clear policy aspiration, outlined in the Malaysian Education Blueprint, that principals should be instructional leaders. The evidence shows that principals are enacting some of the functions associated with being an instructional leader but not others. Originality/value The findings from this study provide some new insights into the principals’ instructional leadership practices in Malaysia. They also provide a basis for further, in-depth exploration that can enhance the knowledge base about principals’ instructional leadership practices in Malaysia.