Abstract
China began to enter the mass higher education era in 2002. In 2003 the Ministry of Education launched the Quality and Reform of Undergraduate Teaching and Learning Project. This project has focused on enhancing the quality of undergraduate teaching and learning by means of reforms and resource sharing. There are challenges in unaddressed conflicts of interest, unfair advantages for some applicants, and the gap between rhetoric and reality
Highlights
1992–2007 period has been the decline in the institutional loyalty of academics
Decline in Loyalty Perhaps the most striking change over the 1992–2007 period has been the decline in the institutional loyalty of academics, presaged above
Academics who express low institutional loyalty are more likely to favor research over teaching, more likely to devote a greater percentage of their time to research and a lesser percentage of their time to teaching, and less likely to engage in university service and administrative tasks
Summary
1992–2007 period has been the decline in the institutional loyalty of academics. Decline in Loyalty Perhaps the most striking change over the 1992–2007 period has been the decline in the institutional loyalty of academics, presaged above. 6 of the 8 countries for which panel data are available faculty reveal a somewhat weakened sense of loyalty to their department and a sharp decline in the level of commitment to their institution. Implications For the higher education systems in the more advanced societies, it may be that a significant minority of academics, demoralized by decision-making processes and what is perceived as an inadequate working environment, are reducing the effort they devote to the required tasks of teaching and routine administration. These systems may be losing valuable academic energy. Academics in these more authoritarian systems give their leaders reasonable ratings as wise decision makers who have created a clarity of institutional mission and have provided competent management
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