Chinese Higher Education Research Articles

Institutional habitus and individual postgraduation plans: an analysis of Chinese students in transnational higher education

ABSTRACT This paper focuses on an emerging group in Chinese higher education – students in transnational higher education (TNHE). Recent research has documented much about students’ motivations for attending TNHE institutions. However, the impact of such institutions on student outputs remains under-researched. This study conducted interviews with 78 final-year undergraduates and 10 staff from two Sino-foreign cooperative universities (SFCUs) to understand how their plans for postgraduate study and career, as well as their relevant preparedness, were affected by their in-situ experiences. Using institutional habitus in conjunction with the concepts of capital and field as a conceptual framework, the study showed that the students negotiated a complex mix of institutional sociocultural status, Westernised organisational practices and neoliberal climate as they projected and prepared their postgraduation plans. The transformative outcomes of TNHE experiences are intertwined with the institutional habitus of SFCUs. The findings indicated that institutional forces strengthened the students’ educational disposition to pursue postgraduate studies in Western countries. The new culture and norms experienced by Chinese students at these institutions modified their sense of constraint, enhanced their cosmopolitan orientation towards the workplace and were manifested in more flexible career attitudes. The findings also revealed that neoliberal culture has penetrated the institutional environment, influencing the extent to which students enacted agency in their preparation for the future, with some students developing enterprising selves while others felt marginalised and disempowered by competition. This study has implications for TNHE practitioners to support their students’ transition to next stage.

AI Chatbots in Chinese higher education: adoption, perception, and influence among graduate students-an integrated analysis utilizing UTAUT and ECM models.

This study is centered on investigating the acceptance and utilization of AI Chatbot technology among graduate students in China and its implications for higher education. Employing a fusion of the UTAUT (Unified Theory of Acceptance and Use of Technology) model and the ECM (Expectation-Confirmation Model), the research seeks to pinpoint the pivotal factors influencing students' attitudes, satisfaction, and behavioral intentions regarding AI Chatbots. The study constructs a model comprising seven substantial predictors aimed at precisely foreseeing users' intentions and behavior with AI Chatbots. Collected from 373 students enrolled in various universities across China, the self-reported data is subject to analysis using the partial-least squares method of structural equation modeling to confirm the model's reliability and validity. The findings validate seven out of the eleven proposed hypotheses, underscoring the influential role of ECM constructs, particularly "Confirmation" and "Satisfaction," outweighing the impact of UTAUT constructs on users' behavior. Specifically, users' perceived confirmation significantly influences their satisfaction and subsequent intention to continue using AI Chatbots. Additionally, "Personal innovativeness" emerges as a critical determinant shaping users' behavioral intention. This research emphasizes the need for further exploration of AI tool adoption in educational settings and encourages continued investigation of their potential in teaching and learning environments.

Unveiling the Transformative Influence: Qualitative Insights into Teachers’ Innovative Work Behavior in Chinese Higher Education

This article uses a qualitative research methodology to delves into the transformative influence of leadership and trust dynamics on teachers’ innovative work behavior in Chinese higher education. Through thematic analysis from 20 educators representing diverse roles, disciplines and institutions from educators, we unveil the essential role of visionary leadership, where leaders inspire a collective sense of purpose by vividly painting the future of education. Concurrently, trust, fostered through transparent communication and shared values, emerges as a cornerstone, creating a safe environment that could inspire educators to experiment with innovative teaching methods. The study also highlights the individual empowerment facilitated by transformative leadership, recognizing and valuing each educator’s unique contributions. While offering valuable insights, this research has limitations, primarily related to the qualitative nature and the specific cultural and institutional context. Suggestions for future research include the use of mixed methods, where both qualitative and quantitative research are important as the use of mixed research methods would be more comprehensive; widening the range of participants and the need to consider the impact of external factors on the educational environment.

Factors affecting medical students’ intention to use Rain Classroom: a cross-sectional survey

BackgroundRain Classroom was one of the most popular online learning platforms in Chinese higher education during the pandemic. However, there is little research on user intention under the guidance of technology acceptance and unified theory (UTAUT).ObjectiveThis research aims to determine factors influencing students' behavioural intention to use Rain Classroom.MethodsIn this cross-sectional and correlational investigation, 1138 medical students from five medical universities in Guangxi Province, China, made up the sample. This study added self-efficacy (SE), motivation (MO), stress (ST), and anxiety (AN) to the UTAUT framework. This study modified the framework by excluding actual usage variables and focusing only on intention determinants. SPSS-26 and AMOS-26 were used to analyze the data. The structural equation modelling technique was chosen to confirm the hypotheses.ResultsExcept for facilitating conditions (FC), all proposed factors, including performance expectancy (PE), effort expectancy (EE), social influence (SI), self-efficacy (SE), motivation (MO), anxiety (AN), and stress (ST), had a significant effect on students' behavioural intentions to use Rain Classroom.ConclusionsThe research revealed that the proposed model, which was based on the UTAUT, is excellent at identifying the variables that influence students' behavioural intentions in the Rain Classroom. Higher education institutions can plan and implement productive classrooms.

Blended Learning Strategies of College English Learning in Chinese Higher Education: A Systematic Review

Blended Learning Strategies of College English Learning in Chinese Higher Education: A Systematic Review

Exploring the interplay of attitudes: The transfer of self‐efficacy and emotions between L1 Chinese and L2 English integrated writing contexts

AbstractIn today's multilingual society, students often learn two or more languages simultaneously. Despite a wealth of research on writing attitudes, few studies have explored the relationship between student attitudinal variables from a cross‐linguistic perspective, particularly in the field of integrated writing (IW). This study included 239 first‐year English majors from a normal university in southeastern China. Path analysis revealed clear relationships between cognitive and affective attitudes, with self‐efficacy being a significant negative predictor of anxiety (β = −0.391 for L1 and β = −0.258 for L2) and a positive predictor of enjoyment (β = 0.531 for L1 and β = 0.380 for L2), irrespective of the language. The study identified statistical evidence of transfers from L1 attitudes to L2 attitudes, across cognitive and affective attitudes, with various patterns. The study provides a cross‐linguistic perspective on the relationship between L1 Chinese and L2 English IW attitudes in Chinese higher education and highlights the critical contribution of psychological transfer in compensating for the limitations of previous theories and empirical studies that focused solely on linguistic ability and writing strategy transfer.

Application of Production-oriented Approach in College Integrated English Teaching -under the Background of Curriculum Ideological and Political Education

The Production-Oriented Approach, a foreign language teaching method with Chinese characteristics founded by Wen Qiufang, has been developed over the past decade with the goal of enhancing the quality of English instruction in higher education settings across China. This paper aims to apply this theory to the teaching framework of ideological and political education within integrated English courses and subsequently evaluate its effectiveness.A specific case study, centered on the text “Spring Sowing” from a Contemporary College English Reading course, demonstrates the practical implementation of ideological and political education using the POA. The paper describes the teaching design of this unit within the POA framework, encompassing the motivating, enabling, and assessing stages. Additionally, students’ feedback following the implementation of this teaching approach highlights its positive impact on linguistic advancement, thematic comprehension, and appreciation for farmer-related themes.The study’s findings demonstrate that a college integrated English course based on the POA seamlessly integrates language knowledge with ideological and political elements, resulting in a noticeable enhancement in teaching quality and efficacy. It demonstrates the feasibility and effectiveness of incorporating ideological and political education within English language instruction using the POA framework, offering valuable insights for future curriculum development and implementation in Chinese higher education.

Closing The Gap: Evaluating Exclusive English Medium Instruction In Chinese Higher Education

In today's globalized world, proficiency in the English language stands as a critical skill, especially in non-native contexts such as China's higher education system. This research delves into the effectiveness of exclusive English Medium Instruction (EMI) in closing the prevalent gap between language input and proficiency among Chinese undergraduates. Utilizing Stephen Krashen's input hypothesis alongside modern language learning theories, the study assesses the capacity of monolingual instruction to significantly improve vocabulary, grammar, and overall language comprehension. It distinctively evaluates the impact of EMI within the Chinese educational framework, traditionally dominated by bilingual methods. Employing a robust quasi-experimental design with first-year undergraduate students, this investigation focuses on the influence of monolingual teaching on English language proficiency, particularly measuring performance in the College English Test—Band 4 (CET-4). Results indicate a marked enhancement in CET-4 scores within the EMI group compared to controls, thus supporting the hypothesis that immersive language exposure facilitates superior language acquisition. Furthermore, this research transcends academic discussion, providing actionable insights for curriculum development, teaching strategies, and policy making to boost English proficiency in Chinese undergraduate education. By adopting global linguistic trends and tackling specific challenges of English instruction in China, our study promotes a shift towards monolingual education as a fundamental element of linguistic mastery in higher education. Ultimately, this investigation not only validates the efficacy of exclusive EMI in improving English proficiency among Chinese undergraduates but also paves the way for significant pedagogical changes in language teaching, aligning with the global communication demands of the 21st century.

Research on Online Education Teaching Mode of Colleges and Universities Based on Internet Technology

Abstract The steady growth of online education in Chinese higher education, despite its drawbacks, underscores an increasing interest in digital learning platforms. This study proposes enhancements to the Paragraph Vector, Stacking classifiers, and ZEN semantic coders to construct accurate learner profiles, facilitating personalized online education. By applying these improved models, universities can adapt their online courses more effectively, as demonstrated by case study analyses. Performance data for a sample of college students shows a concentration of scores between 80 and 90, with an average of 84.01, suggesting moderate academic achievement. Engagement metrics, particularly in educational experience richness, scored highest at 3.7854, with all engagement scores averaging above 3, indicating a strong engagement in the learning process.

Navigating the Future: Exploring AI Adoption in Chinese Higher Education Through the Lens of Diffusion Theory

Aim/Purpose: This paper aims to investigate and understand the intentions of management undergraduate students in Hangzhou, China, regarding the adoption of Artificial Intelligence (AI) technologies in their education. It addresses the need to explore the factors influencing AI adoption in the educational context and contribute to the ongoing discourse on technology integration in higher education. Background: The paper addresses the problem by conducting a comprehensive investigation into the perceptions of management undergraduate students in Hangzhou, China, regarding the adoption of AI in education. The study explores various factors, including Perceived Relative Advantage and Trialability, to shed light on the nuanced dynamics influencing AI technology adoption in the context of higher education. Methodology: The study employs a quantitative research approach, utilizing the Confirmatory Tetrad Analysis (CTA) and Partial Least Squares Structural Equation Modeling (PLS-SEM) methodologies. The research sample consists of management undergraduate students in Hangzhou, China, and the methods include data screening, principal component analysis, confirmatory tetrad analysis, and evaluation of the measurement and structural models. We used a random sampling method to distribute 420 online, self-administered questionnaires among management students aged 18 to 21 at universities in Hangzhou. Contribution: This paper explores how management students in Hangzhou, China, perceive the adoption of AI in education. It identifies factors that influence AI adoption intention. Furthermore, the study emphasizes the complex nature of technology adoption in the changing educational technology landscape. It offers a thorough comprehension of this process while challenging and expanding the existing literature by revealing the insignificant impacts of certain factors. This highlights the need for an approach to AI integration in education that is context-specific and culturally sensitive. Findings: The study highlights students’ positive attitudes toward integrating AI in educational settings. Perceived relative advantage and trialability were found to impact AI adoption intention significantly. AI adoption is influenced by social and cultural contexts rather than factors like compatibility, complexity, and observability. Peer influence, instructor guidance, and the university environment were identified as pivotal in shaping students’ attitudes toward AI technologies. Recommendations for Practitioners: To promote the use of AI among management students in Hangzhou, practitioners should highlight the benefits and the ease of testing these technologies. It is essential to create communication strategies tailored to the student’s needs, consider cultural differences, and utilize the influence of peers and instructors. Establishing a supportive environment within the university that encourages innovation through policies and regulations is vital. Additionally, it is recommended that students’ attitudes towards AI be monitored constantly, and strategies adjusted accordingly to keep up with the changing technological landscape. Recommendation for Researchers: Researchers should conduct cross-disciplinary and cross-cultural studies with qualitative and longitudinal research designs to understand factors affecting AI adoption in education. It is essential to investigate compatibility, complexity, observability, individual attitudes, prior experience, and the evolving role of peers and instructors. Impact on Society: The study’s insights into the positive attitudes of management students in Hangzhou, China, toward AI adoption in education have broader societal implications. It reflects a readiness for transformative educational experiences in a region known for technological advancements. However, the study also underscores the importance of cautious integration, considering associated risks like data privacy and biases to ensure equitable benefits and uphold educational values. Future Research: Future research should delve into AI adoption in various academic disciplines and regions, employing longitudinal designs and qualitative methods to understand cultural influences and the roles of peers and instructors. Investigating moderating factors influencing specific factors’ relationship with AI adoption intention is essential for a comprehensive understanding.

A Study on Foreign Language Teaching and Intercultural Education in the English Newspaper Course

This paper discusses the blended teaching practice of foreign language teaching and intercultural education in the English newspaper course deploying the reading and writing integrated teaching model. It firstly explores the relationship between intercultural education and reading teaching of English news in Chinese higher education, then expounds the teaching objectives and curriculum design of this course, and also discusses the construction and application of the blended teaching in the context of new media. The study conducts teaching experiments in two classes (control class and experimental class) of English majors in a university in China for one semester (16 weeks), and utilizes questionnaires to gain insights into students’ perspectives on this course. The results show that the reading and writing integrated teaching model in the blended teaching class can better raise students’ learning interest, develop English comprehensive competence, enhance information literacy, promote critical thinking ability and improve the practical competence of intercultural communication.

Generative Artificial Intelligence in Chinese Higher Education: Chinese Undergraduates’ Use, Perception, and Attitudes

Generative Artificial Intelligence in Chinese Higher Education: Chinese Undergraduates’ Use, Perception, and Attitudes

Leadership Styles of Meso-level Educational Leaders Perceived by Academic Members: An Exploratory Study among Chinese Universities

Purpose: The challenges faced by universities in China have presented opportunities to enhance the leadership of educational leaders in universities. Little has been written about the leadership styles of mid-level educational leaders in Chinese higher education (HE). The objective of this study is to provide an authentic understanding of 1) the leadership styles of mid-level educational leaders as experienced by academic members, 2) experienced contextual factors related to the leadership styles of mid-level educational leaders. Design: Qualitative research was conducted, and the perceptions of 13 academic members from nine universities in China were explored. Findings: This study revealed authoritarian leadership style was the most reported leadership style of the mid-level educational leaders, followed by transformational and transactional leadership styles. Participants suggested to minimise the adoption of authoritarian leadership style and to encourage the application of transformational leadership style. Regarding the factors that shape leadership style of mid-level educational leaders, this research supports the following factors: culture, organizational policies & administration, discipline, and incentive mechanism. Originality: We gained a deep understanding of the leadership styles of mid-level educational leaders and the contextual factors that shape the leadership styles in this study. The results can be conducive to future leadership training and to the mid-level educational leaders to create environments that facilitate the application of educational leadership practices.

Analyzing the Impact of Digital Media on Promoting High-Quality Skiing Education: A Case Study of Online Tutorials and Social Media Campaigns

This study investigates the impact of digital media on promoting high-quality skills by assessing its impact on collaborative education and technological skills within Chinese higher education. A survey-based strategy was adopted and three explanatory variables were incorporated, namely students’ learning using social media, students’ experience of using social media in teaching and social media usage frequency. The learner’s motivation was also included as a mediator. The study collected data from university students across mainland China, focusing on those engaged in learning using social media platforms. Structural Equation Modelling (SEM) was employed to analyze the data. The findings showed that usage of social media for learning positively impacts collaborative education, indicating students’ preference for interactive projects and online lectures on social media. Regarding the impact on technological skills, the findings showed that social media usage frequency positively influencedtechnological skills among students in Chinese universities. Additionally, it was found that learner’s motivation significantly mediated the association of social media usage frequency with collaborative education and technological skills. Learner’s motivation played a significant mediating role in the relationship between students’ experience of social media learning and collaborative education. The findings hold implications for educators, institutions, and policymakers striving to leverage digital media to advance high-quality skills in educational settings.

Unlocking innovation: the power of two leadership styles in Chinese higher education

PurposeThis study aims to explore the associations between leadership styles (i.e. transformational and ethical) and innovative work behavior within higher education institutions (HEIs), additionally investigating the mediating role of work engagement and the moderating role of psychological empowerment.Design/methodology/approachThe basis of this study rested upon adopting a cross-sectional research framework. The data were acquired from a sample comprising 825 academic staff and 275 leaders across 226 HEIs in China. Employing a quantitative methodology, the researchers used AMOS version 26.0 and SPSS version 22.0 for statistical analysis.FindingsThe results indicated that leadership styles (i.e. transformational and ethical) positively affected innovative work behavior, both directly and indirectly (via work engagement). Also, psychological empowerment moderated the linkage between leadership styles and innovative work behavior but not the association between work engagement and innovative work behavior.Originality/valueDespite some existing literature having discussed the correlation between leadership styles and innovative work behavior, there appears to be a conspicuous dearth of research endeavoring to explore the mediator (i.e. work engagement) and the moderator (i.e. psychological empowerment) within the above nexus, especially in the context of HEIs. Thus, this study can be considered original, introducing novel perspectives and substantial contributions to the management literature on HEIs. In addition, it offers insights for organizational managers.

Exploring the Virtual Linguistic Landscape of Chinese University Websites: A Focus on Internationalization and Multilingualism

This study explores the Virtual Linguistic Landscape (VLL) in Chinese higher education, emphasizing the strong government focus on internationalization. It investigates the language choices of the top 100 Chinese university websites and their information functions. Findings reveal that the majority (87%) of these websites are bilingual, using simplified/traditional Chinese and English. Additionally, 7% take a multilingual approach, employing simplified Chinese, English, and other foreign languages. A minority (6%) sticks to monolingualism. These websites disseminate various information categories, including general university details, admissions, academic units, research, campus life, international collaborations, academics, training, and talent recruitment. Notably, some websites feature information specific to the Chinese Communist Party and cultural aspects. The prevalence of English content demonstrates top Chinese universities’ efforts to engage with the global community and enhance their international reputation. These findings add more understanding of multilingualism and the roles of English in cyberspace such as websites.

Meritocracy, Financial Investment, and Education Equity in Higher Education in China

Objective: This study explores how the ideas of meritocracy are reflected in the government officials’ financial investment in higher education in China, and how this relates to education equity. Methods: Given the important position of higher education in the occupational ladder and social structure, and the fact that higher education and diplomas have become one of the main criteria for promoting educational officials, this study uses meritocracy as the theoretical framework to conduct an analysis regarding the educational backgrounds of members of the leadership teams of the Ministry of Education, the Ministry of Finance, and various provincial government departments of education and finance in the People’s Republic of China. It adopts content analysis as a method, which can quantitatively analyze the proportion of official education composition and qualitatively reveal the potential meaning of the proportion. Results: Findings show that merits have been internalized into value pursuits in various fields of society, especially in the promotion of officials and the education ecosystem that this study focuses on, which impedes education equity in Chinese higher education. Conclusion: Nowadays, universities are no longer lofty ivory towers. Their pursuit of rankings, reputation, and performance has its urgency and rationality. However, excessive attention to achievements and efficiency will vacillate the traditional academic, cultural, and educational nature of universities, making their essence increasingly numerous and jumbled. The pursuit of merit should be directed towards a more noble destination to cultivate new generations with ontology and self-consciousness for the realization of educational utopia. The role of governments at all levels should not be as stakeholders, performance reviewers, or spectators from afar, but as supporters, contributors, and leaders in rebuilding a fair, pure, and united education ecosystem.

From knowledge-oriented leadership to emotional intelligence to creative performance: teachers’ assessment from Chinese higher education

From knowledge-oriented leadership to emotional intelligence to creative performance: teachers’ assessment from Chinese higher education

Chinese Higher Education in the First Year of COVID-19: Policy Changes and Students Perspectives

This study, which focuses on higher education policies and students opinions of higher education during this time, is set in China during the start of the COVID-19 pandemic. The investigation of Chinas higher education policy change at the start of the COVID-19 epidemic (2020) and a comparison of various educational models are the main goals of this study (mainly online and offline). The researcher collected 138 questionnaires via the internet from students at all levels of higher education across China, and this data was collated and analysed. The researcher found that participants were subjectively more likely to believe that COVID-19 was detrimental to their learning. Also, specific similarities and differences between online and offline courses were summarised from the participants descriptions. In terms of correlation, the study found a positive correlation between students equipment and adaptability. Regarding the education policy section, the study found a clear policy shift in Chinese universities in 2020, mainly in the first half of the year when most universities implemented a policy of conducting all online courses, while in the second half of the year the opposite was true, with most universities changing back to all on-campus learning.

Navigating Transitioning Experiences: A Review of Ethnic Minority First-generation College Students in Chinese Higher Education

Since the 1980s, educational opportunity programs aimed at reducing the disparities between ethnic minority groups and the Han have been implemented in China. In reflection of the policies, the China College Student Survey (CCSS) finds a positive trend of enrollment from first-generation college students with rural backgrounds in the past ten years. An increasing number of scholarly works have also investigated the effects of policies on ethnic minority college students and proposed recommendations for improving policies to assist individuals in adapting to college life. This paper considers the importance of resilience in transitional experiences on both academic and life outcomes and reviews both quantitative and qualitative studies on ethnic minority university students experiences in Han-dominant urban areas. Through Tummala-Narras multicultural resilience framework, this paper concludes three dimensions of resilience employed by ethnic minority individualsresilience as active capital accumulation, resilience as hope and empowerment, and resilience as social supportand finds that to ensure well-being in the Chinese context, individuals most likely find resilience from their personal abilities and interactions with mainstream culture, while downplaying the role of community and family support. In the future, cross-sectional, periodic, and longitudinal data can be introduced to the topic as waves of cultural, economic, and policy shifts engender different experiences for each cohort generation and the diverse pool of ethnic minority students. Considering the fluidity and context-dependent nature of resilience, future studies could probe into how resilience functions in multicultural workspaces post-college and how identities concerning race and ethnicity shape economic relations.