Quality Of Education In China Research Articles

How does movie foster experiential learning in auditing education?

PurposeThis study explores virtual platforms’ capabilities, particularly emphasising the influence of educational movies embedded with lifelike narratives to serve as a potent medium for immersive learning within the auditing discipline. Through this exploration, we aim to discern how cinematic depictions can educate and encapsulate the intricate dynamics of real-world auditing scenarios, thereby enriching the educational experience for budding auditors.Design/methodology/approachBy employing an action research methodology, this study engaged 134 auditing students from China in an experiment, using a questionnaire to assess their grasp of auditing concepts like internal control, corporate governance, and professional ethics.FindingsPreliminary findings underscore the efficacy of movies as pedagogical tools. These movie experiences bridge the gap between theoretical knowledge and its real-world application, particularly highlighting the nuances of professional ethics and corporate governance. Results show that such a method amplifies students’ comprehension of auditor skillsets, practical complications, and ethical insight and nurtures professional scepticism about tangible audit issues.Research limitations/implicationsThis study illuminates a novel virtual learning approach using movies that primes students to exercise critical thinking and augments cognitive skillsets, especially when navigating ethical conundrums. The broader implication is the potential enhancement of auditing education quality in China, presenting educators with an innovative teaching modality that bolsters students’ critical analysis and cognitive development.Practical implicationsThis study has multiple implications for auditing education policy. It underscores the imperative need for curriculum revision in contemporary auditing education. Our study can significantly change contemporary auditing education by incorporating movie-based experiential learning. Educators and institutions in China and other parts of the world explore this avenue, customising it to fit the unique requirements of their respective courses and the country’s contexts. Our study also highlights the challenges and recommendations for real-world audit simulation for auditing education. While our research highlights the promise of educational movies, it also sheds light on the potential difficulties in their integration. Audit educators need adequate support and training for effective assimilation, ensuring they leverage educational movies to maximise learning outcomes. Careful curation and selection of movies, combined with strategic planning, are paramount to this teaching method’s success. With the continual evolution of video tools, there is an opportunity for a more immersive and holistic education model, shaping the next generation of auditors.Originality/valueThis study offers insights into innovative strategies to imbue real-world experience into traditional curricula, ensuring relevance and applicability across diverse educational landscapes.

A STUDY ON SATISFACTION OF INTERNATIONAL STUDENTS IN CHINA

Currently, China has become one of the countries with the largest increase in the number of international students in the world, but the current evaluation of the quality of higher education in China does not focus on the satisfaction of international students in China. Therefore, this study examines the quality of education in China from the perspective of international students. The current situation provides ideas for university development to improve the quality of education for studying abroad in China. Based on the research on student satisfaction and the actual experience of managing international students, the theoretical aspects of international student satisfaction in China were constructed according to five indicators: hardware, teacher qualifications, application achievements, management services, and learning outcomes, and the International Students Program in China was developed accordingly. The satisfaction scale is used to conduct surveys and collect data, and to find out the status quo of international students’ satisfaction in China and its influencing factors. Through descriptive statistics and analysis of variance, the study suggests that the current international students in China are highly satisfied with Chinese education and scholarship, and that the level of knowledge of the Chinese language could significantly affect the satisfaction of international students in China.

Индекс человеческого развития Китая и экономический рост: ретроспективный анализ и глобальная перспектива

Currently, it becomes important to examine the role of human capital in the context of China’s economic development and its impact on the world economy. The paper reconstructs a realistic Human Development Index (HDI) and corresponding dimensional indices of the People’s Republic of China (PRC) and its provinces for 1990–2020. The obtained indices were compared with those of the major countries of the world or countries similar to Chinese provinces, revealing that China underestimates its HDI, according to the United Nations Development Programme data. To analyse the role of human capital in economic growth of the world, China, and a group of countries similar in population size and HDI to Chinese provinces, a constructed model combined human capital with education quality and physical capital. The findings show that the PRC overcame negative conditions affecting its ability to grow rapidly. It took China just 30 years to reach the same level of HDI that other countries achieved in 40 years. Additionally, inequalities in HDI of Chinese provinces were significantly reduced. By 2025, 90 % of the PRC’s population is expected to reach a very high level of human development, thus completing the transformation from a developing to a so-called developed country. Educational human capital explains almost three-quarters of economic growth variation in the long run, while the average duration of education will continue to influence economic growth in the next 10–30 years. Considering demographic, institutional, and technological effects, as well as the objectives of the 14th Five-Year Plan, an increase in the duration and quality of education in China is predicted. The paper demonstrates that PRC’s recent economic growth is due to an increase in both physical and human capital.

Teaching quality management of physical education specialty in China and Ukraine

<span lang="EN-US">The integration of quality management in physical education has changed the traditional approach to teaching. The information overload and an enormous amount of irrelevant data available to qualified specialists may lead to professional stress. Quality management offers educators tips on how to avoid information overload while still staying updated with the necessary information, knowledge and skills. The research aimed to examine the main characteristics of quality management in teaching. The sample consisted of 296 students: 73% - male subjects, 27% - females subjects. The average age is 19.37±0.31. The research analyzed the factors affecting the quality of education using the quality competency and student satisfaction questionnaire. The findings revealed that Chinese students were satisfied with the physical and environmental conditions (8.1±0.23 points) and it was 22% higher than the results of Ukrainian students. The education programs, technological opportunities and student scientific work have the greatest influence on the quality of education in China (8.38±0.32). The least influence has the adequacy of management and staff (7.21±0.27). Career support, tours and practices related to physical education have the greatest influence on the education quality in Ukraine (8.43±0.32). The parameters identified by the research can be integrated into the system of higher physical education to improve the quality and academic achievements.</span>

Current Situation of Rural Education in Ethnic Areas from the Perspective of Educational Sustainable Development

Developing rural education is an inherent requirement of rural revitalization and educational sustainable development. It is also the starting point for building a better rural life. Rural education plays a significant role in China's comprehensive education, and developing rural education well is conducive to improving the overall quality of education in China. Since the new era, the situation of rural education has undergone great changes and made remarkable progress under the leadership of the Party. Respecting rural students right to education, protecting them from infringement, giving special assistance to this special group, better realizing their rights through carrying out relevant policies and sharing national educational resources have become problems that must be solved in social development. This study used the research methods of interviews and participatory observation to investigate the current situation of rural education of Luochang Middle School in Luochang Village, Guizhou Province.

Research on External Guarantee System of Higher Education Quality in China

Research on External Guarantee System of Higher Education Quality in China

Implications of Information Technology Education in the United States from the Perspective of Equity and Efficiency

Equity and efficiency are two important issues in the development of human society, and educational equity and educational efficiency are the two major value objectives pursued by education. Based on this, this paper will compare and contrast the similarities and differences in the relationship between equity and efficiency in Chinese and American education policy texts in the 21st century with the help of word frequency analysis. China's education policy is also tilted towards equity, trying to break away from the policy ideology that focuses on efficiency. This article will summarize the experiences of both sides in the development of education, with a view to providing effective references for promoting equity and improving the efficiency and quality of education in China.

A qualitative case study of international doctorate students’ perceptions of higher education quality in China

A qualitative case study of international doctorate students’ perceptions of higher education quality in China

Differences in Cognitive and Non-Cognitive Results between Only-Child and Non-Only-Child Children: Analysis of Propensity Scores Based on Large-Scale Assessment.

Based on the data of 3561 fifth-grade and 4062 eighth-grade students from the Beijing Assessment of Educational Quality in China, the present study used a propensity-value matching model to scientifically analyze only-child and non-only-child children in primary and secondary schools. Female differences in cognitive outcomes (linguistic performance) and non-cognitive outcomes (teacher-student relationships, peer relationships, and emotional management) were also evaluated. The results of the study were as follows. First, fifth-grade only-child students had a higher linguistic performance compared to that of their non-only-child counterparts, and the same result was found for eighth-grade students. Second, fifth- and eighth-grade only-child students had good teacher-student relationships that were not significantly different from those of their non-only-child counterparts. Third-, fifth-, and eighth-grade only-child students had significantly better peer relationships and emotional management compared to these parameters in their non-only-child counterparts.

Comparing and Contrasting Differences in the Educational Systems of China and the United States

Since the educational quality of China is still not developed enough nowadays, it would be better for China to learn from the United State especially its advanced educational system. From this perspective, it would be necessity to analyse differences in their educational system so as to develop some recommendations to future educational development of China. The research aim is to compare and contrast differences in educational systems between China and the United State. There are three main research objectives, the first is to analyze differences of teaching methods in their educational systems. The second is to analyze differences of educational policies and learning curriculum in their educational systems. The last is to analyze effects of attitudes of students on leading to differences in their educational system. The research method is to take the qualitative research. Researchers would review 5 papers that are of high impact and representative of the larger literature. These five papers would be selected to use further. In terms of results of findings, the first is difference in educational approaches. The American students embrace more freedom to select their curriculum based on their preferences due to cultural difference. The United States follow the individualism which emphasizing the democracy and freedom. By contrast, China follow the collectivism, which emphasizing the family bonds. So, there are more democracy and freedom for American students compared with that of Chinese students in their learning. The second is differences in the educational system. The American education pays more attention to the all-round development, but, the Chinese education emphases the intelligent development due to the Confucian culture. The third is differences in attitudes of students on studying. The Chinese students would like to achieve higher scores in their studying, but, the American students emphasize the innovation in their studying. Besides, the American students are allowed to freely express their thoughts and ideas in their studying, but, Chinese students are afraid about expressing their ideas in studying. This research contributes to putting forward to some insights and recommendations on improving educational quality in China by comparing and contrasting advantages and disadvantages of educations between China and the United State. Firstly, Chinese teachers could encourage students to actively and freely express their thoughts and ideas on learning so as to stimulate their interests and enthusiasms in studying. Besides, it would be better to enable Chinese students to embrace more autonomous rights on what curriculums they would like to learn in the future.

Open-Mindedness: Report on the Study of Social and Emotional Skills of Chinese Adolescents (IV)

As one of the five dimensions of social and emotional ability, open-mindedness is derived from the openness factor of the "Big Five Personality", which describes one’s willingness to try and accept novel experiences. People with a high level of open-mindedness are more creative and artistic, while those with low level of openness are more obedient to tradition and pragmatic, but lack of innovation. According to the OECD research framework, open-mindedness includes tolerance, curiosity and creativity. This study is based on data collected from 10-year-old and 15-year-old students in Suzhou city participating in the OECD social and emotional ability assessment. It uses descriptive statistics, difference testing and regression analysis to present the performance of Suzhou students’ open-mindedness. This allows the study to provide reference for the accurate assessment of teenagers' social and emotional abilities, in addition to further developing the quality of education in China. The study presents data results from the following three parts: the first part presents the overall score of open-mindedness, the correlation between open-mindedness and other sub-abilities, and the age difference of open-mindedness (comparison between 10 and 15 years old group), gender difference, urban-rural difference, and the difference between general high and vocational high; the second part presents the factors influencing open-mindedness through regression analysis, including background variables, individual factors, family upbringing, teacher factors, and school factors; the third part presents the effects of tolerance, curiosity and creativity on academic achievement (Chinese, math, art), educational expectation, global consciousness, closeness to family, closeness to others, health, life happiness, life satisfaction, test anxiety and other life outcome variables of 10 and 15 year old students through regression analysis.

Comparisons of academic achievements of one-only children vs. children with siblings in China

In 2015, the “One Child Per Family” policy which had been in place for nearly 40 years was terminated in China. This policy has had a significant historical impact on the society. Comparing the populations of one-only children and children with siblings is an effective way to reflect on this policy. This study used data between 2014 and 2017 from the National Assessment Center for Education Quality in China. Samples with hundreds of thousands of 4th grade and 8th grade students were Meta-analyzed to reveal the significant large magnitude of differences in academic achievement between one-only children and children with siblings. These differences vary across several demographic group factors, such as subjects, grade years, Social Economic Status (SES), locations, and achievement levels. However, there are no significant gender differences between the two groups. With an increase in the number of one-child families in some Western countries, the finding would be very beneficial to learn about the strength and weakness of this family structure and also provides insights to schoolteachers and counselors.

Stakeholder perceptions on the role of school inspection standards in demonstrating education quality in China

Purpose The purpose of this study is to identify the factors and issues within the policy context of education and the school inspection system which might affect education quality in China and examine stakeholder perceptions of inspection content and context in one city region in China. Design/methodology/approach A mixed-methods design was used. In all, 365 teachers, headteachers and administrative staff from ten schools across the urban and rural area have responded the questionnaires. A total of 13 interviewees including teachers and headteachers from two urban schools and a rural school, city and national inspectors and an educational officer were conducted. The interview instrument was informed by both international and local literature and some of the quantitative findings. Findings This paper argues that student non-academic outcomes were perceived by participants to be more important than academic achievements in demonstrating education quality. The prevailing exam-oriented evaluation system still sets barriers for student all-round development. Educational equity in student performance has not drawn sufficient attention from the inspectorates of Shandong province. Practical implications School inspection standards remain to be improved to better support student all-round development and equity in educational outcomes within and between schools, and better accommodate policy contexts and local needs. Originality/value This study examines the school effectiveness factors which have been rarely tested in Chinese context and collects new empirical evidence to explore participants’ perceptions on the quality of school inspection criteria and education quality in Shandong province.

Construction Research on Index System of Quality Evaluation of Labour Education in China

With the development of modern economy and society, labour education has been gradually weakened. In recent years, the declining status of labour education position in schools and colleges has weakened the function of labour education, resulting in the quality decline of labour education. The contemporary students have many problems in the aspects of labour quality and labour ability. Therefore, improving the quality of labour education in China has important historical and practical significance. This paper gives an explanation of the importance of labour education to personnel training, and analyses the innovation embodiment of labour education. On this basis, this paper constructs the evaluation index system of labour education quality in China, which consists of six criteria levels and twenty-four program levels. According to the Analytic Hierarchy Process, the paper evaluates the weight of each scheme layer, constructs a complete evaluation index system of labour education quality in China, and provides some references for relevant researchers.

Research on Higher Education Quality Assurance in China During the Popularization

Higher education has entered the stage of popularization in China. At the end of the 20th century, the Chinese government made a major decision to accelerate the development of higher education. To the 21st century, the scale of higher education has expanded unprecedentedly. The rapid increase in Numbers has caused many quality problems. It has attracted more and more attention of scholars and society how to develop higher education with high quality. In view of the problem, this paper provides an overview of higher education quality assurance in the world, including its rise, development and new trend. To adapt to higher education globalization, we should further deepen reform and innovation, and accelerate the construction and improvement of quality assurance to effectively improve high education quality. Of course, we also do it from the advanced experience of developed countries and reality in China. So we will take measures to improve higher education quality in China in future. We can also call it prospect for higher education quality. For example, there will be special policy and legal basis for quality assurance, professional certification evaluation system, national quality standards, reform and innovation. In fact, we will meet difficulties. And we should make decision to face reality. Altogether, the ultimate aim is to improve promote the good development of higher education quality.

Educational Migration from Kazakhstan to China: Reality and Prospects

Introduction. The relevance of the study is determined by the gradual expansion of educational cooperation between Kazakhstan and China and the need to identify the competitive advantages of the educational system of China over Kazakhstan’s system of higher education. The purpose of the article is to identify factors stimulating dynamic growth of educational migration from Kazakhstan to China, as a relatively recent phenomenon, and to evaluate its possible consequences. Materials and Methods. In order to identify main trends and the way of development of Kazakhstan-China educational relations, we used empirical methods; namely: qualitative research method, description, expert interviews, content analysis, and synthesis. A survey of Kazakhstani students studying in China was conducted. The students of the Department of Chinese Studies of Al-Farabi Kazakh National University were interviewed, as well as those who participated in the joint training program with the Lanzhou University. Kazakhstani students from Beijing University of Language and Cu lture also participated in the survey. Results. The main reasons for the dynamic growth of educational migration from Kazakhstan to China are high quality of education in China, access to education in Chinese universities, comfortable learning and living conditions for Kazakhs, etc. By analysing the statistical data of the Chinese Ministry of Education, timing of the dynamics of Kazakhstani students’ flows to China was presented. The legislative and governmental measures of the two countries aiming to create a basis for educational cooperation were also analysed. An attempt to predict the future activities of Kazakhstan students as the “soft power” of China in Kazakhstan was made. Discussion and Conclusion. This problem can be further investigated in the study of factors affecting the increase in the academic mobility of Kazakhstani students, which should contribute to the expansion of cooperation between Kazakhstan and China in the field of education. The results of this study may be useful to scientists and lecturers engaged in research on various aspects of the educational migration of Kazakhstan to China.

Factors affecting the quality of transnational higher education in China: a qualitative content analysis on Chinese host universities’ self-appraisal reports

ABSTRACTIn response to the increasing literature on transnational higher education in host countries, this paper aims to identify prominent factors affecting the quality of transnational higher education in China, as perceived and reported by Chinese host universities. A qualitative data analysis was conducted on 122 self-appraisal reports on transnational higher education programmes submitted to China’s Ministry of Education in 2017 by 112 Chinese host universities. The analysis identified and examined relationships between four interrelated factors: low foreign language proficiency among students, shortage of a sustainable supply of highly qualified teachers, low quality of curriculum design and implementation and deficiencies in institutional regulations. The findings are discussed in the context of the literature, revealing two issues in transnational higher education in China: using local Chinese teachers to teach the imported foreign courses and outsourcing foreign language teaching. The paper concludes with some limitations of the study and implications for future research.

Fiscal Expenditure and Education Quality in China: A Regional Heterogeneity Analysis

In this paper, we explore whether fiscal input brings the raise of regional education quality. To discuss this relationship, we employ Chinese provincial panel data ranged from 2008-2016. By constructing a two-way fixed effect model, we find that provincial education quality is positively associated with the fiscal expenditure, and more specifically, educational expenditure. This correlation is robust even we consider other important factors such economy growth, industrial structure and population structure. Besides, since the regional heterogeneity across China, the relationship between fiscal spending, and education quality may exhibit different patterns, we thus split our samples into eastern region and non-eastern region. Empirical results indicate that our main argument only exists in non-eastern area, which refers to the western area, where expanding fiscal expenditure would be more efficient for the government to raise provincial education quality. Meanwhile, fiscal policy would be less efficient to raise education quality for eastern area, thus new policy instrument is necessary.

Gender differences in mathematics achievement in Beijing: A meta-analysis.

The topic of gender differences in mathematical performance has received considerable attention in the fields of education, sociology, economics and psychology. We analysed gender differences based on data from the Beijing Assessment of Educational Quality in China. A large data set of Grade 5 and Grade 8 students who took the mathematical test from 2008 to 2013 (n=73,318) were analysed. Meta-analysis was used in this research. The findings were as follows. (1) No gender differences in mathematical achievement exist among students in Grade 5, relatively small gender differences exist in Grade 8, females scored higher than males, and variance of male students is larger than that of females in both Grade 5 and Grade 8. (2) Except for statistics and probability, gender differences in other domains in Grade 8 are significantly higher than those in Grade 5, and female students outperform males. (3) The ratio of students of both gender in Grade 5 and Grade 8 at the 95-100% percentile level shows no significant differences. However, the ratio of male students is significantly higher than that of females at the 0-5% percentile level. (4) In Grade 5, the extent to which females outperformed males in low SES group is larger than that in higher SES groups, and in Grade 8, the magnitude of gender differences in urban schools is smaller than that in rural schools. There is a small gender difference among the 8th graders, with the male disadvantage at the bottom of the distribution. And gender differences also vary across school locations.

Students’ course experience and engagement: an attempt to bridge two lines of research on the quality of undergraduate education

This study attempts to bridge two current lines of research on the quality of undergraduate education, i.e. students’ course experiences and engagement. Defining student engagement from a psychological perspective, this study explores the relationships between students’ course experiences and their motivation and engagement with a sample of 882 Chinese undergraduates who participated in a questionnaire survey. The results of structural equation modelling indicate that, although clear goals and standards, generic skills and appropriate workload positively relate to student engagement, appropriate assessment has a dual effect, while good teaching and emphasis on independence have undesirable, negative effects on students’ motivation and engagement. These findings reveal the potential of combining the two lines of research, and reflect some characteristics of teaching and learning in Chinese higher education institutions. The results have implications for enhancing the quality of undergraduate education in China.