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Abstract
With the acceleration of the internationalization process of higher education in China, the Chinese-foreign cooperation in running schools (CFCRS) has been developing at an expeditious pace nowadays. It positively enhances the internationalization process of Chinese higher education and greatly contributes to providing the society with talents. However, the existence of lacking real practical experience in CFCRS greatly undermines introducing high-quality foreign educational resources and personnel; and this does not comply with the idea of CFCRS, which is introducing high-quality foreign educational resources and personnel. This paper deals with the research of CFCRS firstly, followed by the definition and concepts of CFCRS and educational resources. The motive of introducing high-quality foreign educational resources and personnel is annalyzed and the quality of the introduced foreign educational resources and personnel is evaluated, which will assist the improvements and benefit the internationalization of Chinese higher education.
Highlights
Scott (Scott, 1998) pointed out, “investment in [higher education] can be translated into comparative economic advantage, a belief encouraged by theories of post-industrial society, which suggest that ‘knowledge’ has become the primary resource in advance economies”
The benefit scale can be measured in terms of the total number of involved teachers and students at the school; while the economic benefit can be measured in terms of the ratio of the quality, quantity of graduates and the cost of the education; the social benefit refers to the contribution and effect of Chinese-foreign cooperation in running schools (CFCRS) on the society, including the effects on the economic development, and the contribution to the moral and cultural constructions of the society, which reflects the real value of CFCRS as well as the purpose of introducing high-quality foreign educational resources
On the basis of the analysis and understanding to the concepts of “resources” and “educational resources”, high-quality foreign educational resources are suggested to be the general designation of all the concepts, systems and policies, managements, courses, teaching materials, teachers, education features and styles, and other education materials, which have reached worldwide leading situation or have special feature in running schools
Summary
Scott (Scott, 1998) pointed out, “investment in [higher education] can be translated into comparative economic advantage, a belief encouraged by theories of post-industrial society, which suggest that ‘knowledge’ has become the primary resource in advance economies”. CFCRS is for introducing high-quality educational resources to promote China’s educational development. Article 3 Regulations of the People’s Republic of China on Chinese-Foreign Cooperation in Running Schools (RCoCFCRS), which started taking effect on September 1st, 2003, clearly stated that the State encourages CFCRS to form partnership with high-quality foreign educational bodies to provide high-quality education (SCPRC, 2003). The idea was again emphasized in the Opinion on Some Issues Concerning Chinese-Foreign Co-operation in Running Schools at Present (OSICCFCRSP, 2006). It is the fundamental principles of parties to carry out CFCRS projects and a requisition. CFCRS is still lack of real high-quality foreign educational resources.This limits the promotion of China’s education development (Wen, 2005). This paper will discuss the following questions:What is high-quality foreign educational resources? What is the reasons for introducing high-quality foreign educational resources? How to evaluate high-quality educational resources?
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