Chinese Higher Education Institutions Research Articles

Gender Difference in Entrepreneurial Intentions: A New Perspective from College Students to Facilitate Teacher Leadership in Entrepreneurial Education

To better specify the methods of teacher leaders in entrepreneurial education in Chinese higher education institutions, gender differences in entrepreneurial intentions were investigated to determine how these differences affect the allocation of limited resources and how these differences affect the institutions’ meeting of students’ needs. Based on the classic Theory of Personal Behavior, this work analyzed the extent and determinants of gender differentials in the entrepreneurial intentions of Chinese college students with Blinder-Oaxaca decomposition method. The data came from a field survey of 620 Chinese college students. The result suggested that, instead of discrimination and stereotypes, the gender difference in entrepreneurial intentions was primarily due to different “endowment effects” (gender differences in the observed variables with respect to entrepreneurial attitudes, subjective norms, and perceived behavior control). Hence, as leaders who take a more hierarchical position of facilitator, decision-maker, or mediator in entrepreneurial education, teachers should tailor their educational approaches in accordance with the different aptitudes between female and male students. Different curricula that target those gender qualifications would be required to balance the gender difference in entrepreneurial intentions of college students.

Educational Leadership in Chinese Higher Education

Despite the reforms to improve the quality of China’s higher education and to adopt certain Western leadership theories, the heroic leadership model is still dominant in Chinese higher education institutions. Therefore, employing educational leadership may be complex in traditional Chinese culture. Thus, this special issue brings four articles together to enhance our understanding of educational leadership within the Chinese context. Specifically, the issue begins by exploring educational leadership in terms of Chinese philosophy and considering its definition and role. The issue goes on to examine the gender issues related to educational leadership. This introduction discusses the topic, introduces the articles, and presents the contributions of the special issue articles.

CURRENT STATE AND DEVELOPMENT TRENDS OF E-LEARNING IN CHINA

The emergence of new e-learning technologies requires a rethinking of their implementation in higher education. To fill this gap, this study analyzes the experience of using and creating e-learning tools in Chinese higher education institutions over the past 5 years. The survey found that the most common educational technologies in Chinese higher education are blended learning, collaborative learning, modified classes, micro-learning and adaptive learning, as well as e-learning tools such as mobile technology and mass open online courses. A survey of university faculty and students explored the practicalities of using e-learning tools in Chinese higher education. The results of the analysis of 20 responses from teachers and 16 responses from undergraduate and postgraduate students showed the following: the teachers have the opportunity to organize e-learning at their university, blended learning is mainly implemented in the learning process, teachers are not limited in choosing e-learning tools: video tools, messengers, social networks and e-learning tools such as Articulate 360 and Adapt. It has been proven that video lectures with a higher level of teacher expression were better than those that had a normal level of teacher expression and only audio, in terms of improving the level of students’ emotional and learning satisfaction. Accordingly, the teacher's facial expression plays a key role in teaching students online. A number of tasks have been proposed that will contribute to the development of e-learning in Chinese higher education. The authors emphasize that in order to develop e-learning in Chinese higher education, it is necessary to pay attention to the following tasks: understanding and studying trends in the ICT development in education; targeting e-learning strategies at improving learning interests; constant monitoring and updating of software and hardware of higher educational institutions for introduction of new technologies in higher education; development and distribution of platforms with simple software interfaces for creating distance learning courses; development of information resources.

From massification towards post-massification: Policy and governance of higher education in China

Chinese higher education institutions have experienced an unprecedented expansion and major reforms since the late 1990s. The revolutionary growth has not only established the largest higher education system in the world but has also transformed an elite system to a post-massified one over the last two decades. The expansion policy was largely an economically justified proposal that has emerged under certain conditions. However, reform has been criticised for not delivering the promised outcomes. The article examines the historical development of higher education expansion in China, investigating its rationales, practices and the extent to which the policy has become a paradox during massification. As China moves into the post-massification stage, the article forecasts emerging policy trends and highlights future challenges. It considers restructuring state-education relationship through mechanisms of funding, provision and regulation as options for governing the ever growing and massifying system more sustainably in the upcoming era.

Modeling the mediating roles of self-directed learning and knowledge management processes between emotional intelligence and learning outcomes in higher education.

Objective: Drawing on the knowledge-based view and ability-based theories of emotional intelligence (EI), in this study, we investigate the effects of EI on learning outcomes related to academics and administrators in Chinese research universities and we also test the direct association between learning outcomes and creative performance. In addition, we examine the mediating role of self-directed learning (SDL) and knowledge management processes (KMPs) on the relationship between EI and learning outcomes. Methods: The sample, for this study, consisted of 547 academic and administrative personnel at Chinese higher educational institutions (HEIs), and the hypothesized associations were examined through partial least squares structural equation modeling. Results: Our results indicated that EI has no significant influence on learning outcomes. However, an indirect relationship between EI and learning outcomes is established through SDL and KMPs. Conclusions: This study strengthens the professional understanding of EI and supports that the personnel at HEIs should value SDL and KMPs, which in turn enhances their learning outcomes. Although EI has received increased importance in higher education institutions, there are few studies that have investigated the relationship of EI, SDL, KMP, and learning outcomes. This is one of the initial studies that has empirically examined the interface of EI and learning outcomes in HEIs and also provides timely insights into the understanding of the mediating role of SDL and KMP.

Role of AI Technology in Brend Building of Chinese Higher Education Institution – Thought Based on Integrated Marketing Communicanion

As the competitions among higher education institutions (HEIs) intensify, brand building has gradually become an important means for HEIs to build their images and enhance their competitiveness. For HEIs, the significance of integrated marketing communication lies in the integration of brand image communication content, communication channel and communication process. At present, the influence of traditional communication channels declines, the influence of self-established media is limited, and the negative information is not monitored well. Under such circumstances, AI technology can provide technical support for integrated marketing communications of HEI brand. In terms of communication content, VR/AR, UAV, interactive games and chatbot are mainly applied. In the aspect of communication channels, the data mining technique is mainly used to achieve differentiated communication, and the big data analysis technique is adopted to integrate brand image information communication channels. With regard to negative information monitoring, the natural language processing technology can provide high-efficiency, full-coverage and round-the-clock negative information monitoring.

New directions towards internationalization of higher education in China during post-COVID 19: A systematic literature review

This study aims to explore the new directions towards internationalization of higher education in China during post-COVID 19. The systematic literature review is applied as an evidence-based policy analysis approach. The findings indicate that the challenges and difficulties of internationalization of higher education in the post-COVID 19 were considered as a high-frequency discussion topic. In order to address the crises of internationalization of higher education during the post-COVID 19, the idea of internationalization at home (IaH) is regarded as a beneficial approach to deal with the process of internationalization of higher education, systematically. This study also highlighted that the internationalization at home within Chinese higher education institutions not only brings opportunities for the development of China’s higher education system, but also poses challenges to the reform of the current higher education system. In addition, the conclusion and implication were provided to analyze the rationales of promoting internationalization of higher education system in contemporary China.

Unveiling the International Students’ Perspective of Service Quality in Chinese Higher Education Institutions

Foreign students’ satisfaction with the service quality of Chinese universities is essential for the sustainable internationalization of China’s higher education system. The present study employs a survey research method to bring in the foreign students’ perspective of the various aspects of service quality in seven key Chinese universities. Accordingly, 618 valid questionnaires were analyzed using descriptive statistics, principal component analysis (PCA), and analysis of variance (ANOVA). The study findings posit that, although foreign students affirm that teachers are supportive and well qualified, they have concerns about the English proficiency of instructors. Likewise, foreign students were not satisfied with the frequency of formal research meetings with their advisers and the assistance with research techniques and relevant literature sources. Overall, female foreign students were less satisfied than their male counterparts. Moreover, foreign students reported higher satisfaction from teaching services and learning resources, moderate satisfaction from advisory services, and meager satisfaction from the administrative and support services of their respective Chinese institutions. Besides, we found significant differences between sample Chinese universities on various constructs of service quality. Likewise, arts and social sciences students were less satisfied with the service quality of the institution as compared to their natural sciences and engineering counterparts. The policy implications of this research for various stakeholders are discussed.

An Exploration of China-Africa Cooperation in Higher Education: Opportunities and Challenges in Open Distance Learning

Cognisant of the wide range of cooperation between China and Africa and the existing strong Sino-African relationship, this article explores the international cooperation between Africa and China in the higher education domain, especially in the field of Open Distance Learning (ODL). The study employed data triangulation relying on both secondary and primary sources to address the main research questions. It sheds light on the development of ODL in Chinese Higher Education Institutions (HEIs) with a focus on professional development of university teachers. The article argues that ODL is crucial for emerging economies’ sustainable development. Key factors such as political, technological and socio-cultural features play a crucial role in the development and effective implementation of ODL. By exploring the potential opportunities and identifying related challenges, this article contributes to an understanding of how mutually beneficial partnerships between African universities and Chinese HEIs can be developed within the wider framework of Sino-African relationship.

Shaping “The Belt and Road Initiative” International Higher Education

Abstract This study aims to exploring the “The Belt and Road” international higher education. This research uses a qualitative method to explore the learning perceptions of 22 international students from South-Asian countries studying in Chinese learning programs at three Chinese higher education institutions. The findings argue that the international students from South-Asian countries’ various attitudes towards the learning and teaching approaches as well as their communications with international classmates, Chinese students and teachers all shaped their learning perceptions of learning Chinese. Moreover, the findings reveal those international students’ cognitive (e.g., thoughts, beliefs, and ideas), affective (e.g., feelings and emotions) and conative (e.g., tendency or disposition) learning perceptions as parts of their psychological mechanisms interacted with institutional or cross-cultural contexts. This study also highlights the importance of making sense of these complexities to understand international students’ learning perceptions. The implications of stimulating their learning perceptions are also discussed.

How University Entrepreneurship Support Affects College Students’ Entrepreneurial Intentions: An Empirical Analysis from China

Given the major role of new enterprises founded by university alumni in creating employment and promoting economic development, it is well known that Chinese universities have implemented plenty of impressive initiatives to support students’ entrepreneurship. However, little is yet known about how students evaluate university entrepreneurship support and how it affects students’ entrepreneurial intentions. This study utilizes 13,954 recent college graduates from Chinese higher education institutions as a sample and aims to examine students’ perceptions of the support they received from universities and its influence on students’ entrepreneurial intentions. The results illustrate that students are not very satisfied with various university entrepreneurship supports. Findings also indicate that university entrepreneurship support positively impacts students’ entrepreneurial intentions, although it is not a very strong relationship. Moreover, university entrepreneurship support positively affects entrepreneurial attitude, subjective norms, and entrepreneurial self-efficacy, which in turn determine entrepreneurial intention. Entrepreneurial attitude, subjective norms, and entrepreneurial self-efficacy play a mediating role between university entrepreneurship support and entrepreneurial intention. The study contributes to the entrepreneurial literature theoretically and provides practical recommendations for policymakers and university administrators in China to reconsider and improve their entrepreneurship supports to encourage more students to become entrepreneurs.

An ignored player in internationalisation: why and how does a Chinese regional university internationalise?

ABSTRACT Most scholarly work on internationalisation in Chinese higher education institutions has been conducted on top-level universities but prior research does not necessarily apply to regional universities that are pursuing a strategy of internationalisation and recruiting international students. This research has selected a Chinese regional university as a case study and has investigated its rationale for and practices in implementing internationalisation. Data were collected primarily through the university’s internal documents and 18 semi-structured interviews with university senior and middle managers. Results show that the university is motivated by quantitative indicators that relate to internationalisation in the China University Subject Rankings, which has determined the university’s long-term and short-term financial resources, reputation and development opportunities. This instrumental approach to internationalisation has resulted in changes and challenges in the university’s management and academic practices, and has indicated the debate of the good and bad of a strong government role in higher education internationalisation.

Women academics in Chinese universities: a historical perspective

Women academics have represented half of the academic body at Chinese higher education institutions since 2018. However, national and international scientific research on women academics in China has been limited, in contrast with the numerous international publications on women academics working in European, Oceanian, and North American higher education systems. Motivated by this relative lack, this study takes a historical perspective to analyze the role played and the expectations and challenges faced by women academics in Chinese higher education. We organize this history into three periods: (1) the emergence of the modern, Western-influenced university, starting at the beginning of the twentieth century; (2) the creation of the People’s Republic of China in 1949; and (3) the contemporary period, beginning with China’s opening up in the late 1970s. For each of these periods, the study identifies how traditions, changing cultural and societal beliefs concerning gender, and the development of the higher education system in China transformed the role, positioning and activities of women academics. This study contributes to a better understanding of the current status of women academics in China, what has changed, and the challenges they still face to gain further prominence in the country’s fast-developing higher education system.

Mapping the education policy of foreign faculty for creating world-class universities in China: Advantage, conflict, and ambiguity

Pursuing world-class universities, China has emerged in recent decades as an increasingly popular destination for internationally mobile academics. The goal of this study was to identify current education policy dispositions toward foreign faculty at the national and institutional levels in China. Findings indicate that within China’s higher education policy discourse, foreign faculty are identified as an advantage (“priceless treasure”), and a source of conflict (“hot potato”), ultimately having an ambiguous role as they attempt to manage their complicated status in Chinese higher education institutions. Foreign faculty are typically regarded as an international asset, accelerating global competitiveness and international rankings to enhance the acceleration of China’s higher education system. They are also considered controversial in relation to Chinese culture, values, and traditions. However, the most prevalent policy disposition explored in this study was that of vagueness and marginality, indicating underlying ambiguity toward foreign faculty. The study concludes with implications for future scholars and policymakers to consider.

Higher Education Mergers in China: Lessons for Tanzanian Higher Education Institutions

Today, China stands out as a good example in terms of higher education institutional mergers, given its accumulated experience and great number of cases of university mergers compared to other countries around the world. This Paper aims to examine mergers in Chinese higher education institutions (CHEIs) by reviewing and analyzing an extensive body of literature on these CHEI mergers and drawing lessons for Tanzanian higher education institutions (THEIs). The study also aims to closely examine some critical aspects of CHEI mergers such as merger policies and restructuring strategies. From the analysis, the study uncovers five CHEI merger solutions, including: Joint Construction, Institutional Amalgamation, Cooperative Administration of Institutions, Transfer of Jurisdiction and Participation of Other Social Sectors in Institutional Operation, from which THEIs can draw inspiration as they lead to academic programs benefits, improved student enrollment, personnel benefits, educational quality enhancement, and financial resource benefits. It is hoped that this study will contribute to narrowing the research gap in university merger studies. It also has a potential to better assist higher education institutions, decision-makers, policy-makers and other higher education stakeholders in planning and implementing higher education merger policies. Keywords: Higher education mergers, Institutional Mergers, CHEIs, THEIs, Merger policies DOI: 10.7176/RHSS/11-2-09 Publication date: January 31 st 2021

A case study of multi-platform collaborative ICT integrated online language teaching during the pandemic：advantages and challenges

The COVID-19 pandemic in the first half of 2020 made millions of Chinese college students, and teachers could not return to campus as scheduled. This situation forced full-scale online teaching in Chinese higher education institutions (HEls) and accelerated the integration of information and communication technology (ICT) in Chinese HEls'foreign language teaching. A large number of foreign language lecturers have participated in this practice, and various online teaching strategies have been developed during this process. To find out whether college students are satisfied with online foreign language teaching or not, this paper made a case study on the college English courses during the pandemic in a Chinese key university, focusing on the attitudes of students, advantages and challenges of the ICT integrated foreign language teaching. Using an online questionnaire, this study investigated students from various grades and found that students were generally satisfied with the online language teaching and would like to arrange more online courses in their future study. However, when it comes to the effect of courses, more students claimed that they prefer offline classes. Students also believe that instructors' quality and curriculum design are crucial for satisfactory online teaching. Lack of self-control and technical problems are considered to be the prominent problems for online teaching. This study also attempts to build a multi-platform collaborative model for online foreign language teaching based on the case analysis.

Trends and Orientations of Cameroonian Students upon Graduation from Chinese Higher Education Institutions

Trends and Orientations of Cameroonian Students upon Graduation from Chinese Higher Education Institutions

Students as Partners: A New Ethos for the Transformation of Teacher and Student Identities in Chinese Higher Education

Engaging students as partners (SaP) in teaching and learning is a growing arena of practice that shapes the mutually beneficial student-teacher relationship. Redefining student-teacher identities in pedagogical practice is one of the key implications of SaP. In the past decade, Chinese higher education institutions have paid increasing attention to student-centred pedagogies. Understanding and investigating new interpretations of student-teacher identities underpins the shift toward such pedagogical practices. In this theoretical discussion paper, based on the recent trends associated with Chinese higher education reform efforts revealed by large-scale and systematic survey results, we interrogate the concept of Chinese student-teacher identities as a learning partnership by drawing on the theorisations of SaP. Our intention is to contribute to the ongoing process of identity transformation within Chinese higher education. By calling for adapting SaP to the unique Chinese educational and cultural features, we provide a future vision for the cultivation of the teacher-student relationship.

Analysis of Undergraduates’ Compulsory Courses in China’s Comprehensive Universities – A Case Study

Drawing on case study evidence, this article explores the development of compulsory courses in a China’s high-level comprehensive university, which has achieved good results in the procedure of Quality Assessment of Undergraduate Education (QAUE) and China Discipline Ranking (CDR) issued by Ministry of Education (MOE). The general undergraduate majors of this university are classified into 5 categories, namely, journalism and communication, economics and management, science and engineering, foreign language and literature, humanities and social science. The research scope is from grade 2007 to 2017, 2007 fall to 2018 spring semester, respectively. According to the requirements of MOE, the compulsory courses are divided into two parts: public and professional. The public part mainly refers to the courses of physical education, ideological and political and elementary computer science, while the professional part is mostly relevant to the courses associate with the major. The laws of two parts are studied by utilizing the features of course name, course ID, credits and appropriate semester. The conditions of characteristic development, the workload of teachers and students and the interdisciplinary platform, which are universal in Chinese Higher Education Institutions (HEIs), are mentioned.

A Study on the Construction of Informal Learning Spaces (ILSs) on University Campuses in China

The main research object of this paper is informal learning spaces (ILSs) on Chinese university campuses. Due to the traditional educational system, Chinese dominated pedagogy is examination-oriented and talent training, which restrict students’ abilities of self-learning and group collaboration, so students lack reasonable and effective independent and cooperative learning opportunities and awareness. Additionally, because of the influence of national government will, most of Chinese university campuses construction process lack the consideration of the main users of them-students. They are hard to meet the students’ rich daily lives, lacking the construction of ILSs. The students’ learning and life on the campus are fixed on the three points of “classroom-dining hall-dormitory”. Lacking the construction of spatial layers and atmosphere, public spaces on campuses are difficult to attract students to stay, to carry out various activities and to meet the diverse learning patterns of contemporary university students. According to the problems above, this paper puts forward the construction strategy of ILSs on university campuses by means of interviews and questionnaire. On the basis of this theory, this paper analyses the various environmental factors on the campuses based on the survey questionnaire, and further puts forward the conceptive ILSs unit model, which is suitable for outdoor and indoor spaces on campuses. Finally, according to the classification of external space and internal space, the six sorts of campus spaces which are square, landscape, pedestrian, architectural entrance, architectural transport and architectural atrium, are discussed respectively, and the construction strategies and theoretical models of ILSs which are suitable for these spaces are summarised. With the reforming of China’s education, the pedagogy of higher education is changing gradually. The proportion of formal learning and informal learning will be balanced. Thus, the strategies and models this paper points out will help to advance this trend and the development of informal learning in Chinese higher educational institutions. However, the limitation is obvious, lacking of real cases to verify the validity of the results, so they are still theoretical.