Higher Education Institutions In China Research Articles

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.

The Impact of Transformative Leadership Behaviors of Volleyball Coaches on Team Performance in Higher Education Institutions in China

The Impact of Transformative Leadership Behaviors of Volleyball Coaches on Team Performance in Higher Education Institutions in China

Re-structuring Curriculum in Tertiary Institutions to Drive Sustainable Eco-civilization in China

Abstract In the strategic context of building a comprehensive ecologically civilized society as envisaged by the Communist Party and State Government of China, Eco-civilization education would become a mandatory new mission of the higher educational institutions in China. Linking the constructive postmodernism and ecological Marxism theories to eco-civilization, the purpose of the present essay is to restructure the higher education system for realizing the eco-civilized society in China via the literature integration methodology, the findings are as follows: (1) the goal of instituting the educational system of Eco-civilization in Chinese universities and colleges is to facilitate the culturing ecological literacy of the graduates; (2) the implementation of Eco-civilization education will create the graduates’ awareness, impart their requisite knowledge, and motivate them to adopt practices that promote Eco-civilization; and (3) the triple transitions of the higher education institutions in China to deliver on their missions as implementers of Eco-civilization education. Firstly, they must roll-out pragmatic programs to enhance students’ Eco-civilization conscious through the teaching Eco-civilization concepts as part of ideological and political courses. Secondly, they could also deepen students’ Eco-civilization knowledge by adjusting the teaching content and pedagogy of ecology courses. Finally, they could facilitate the Eco-civilization process by reinforcing behavioral reforms required to drive sustainable Eco-civilization and help positions these students as devoted ambassadors of Eco-civilization after graduation.

Emerging ESG reporting of higher education institutions in China

This paper investigates the ESG reporting practices of Chinese higher education institutions (HEIs). Based on Global Reporting Initiative's common reporting standards and the education sector-specific indicators proposed by earlier studies, we construct a disclosure framework of 112 indicators classified into environmental, social, governance, and educational dimensions. We manually collect all ESG-related information disclosed by 147 elite Chinese HEIs from various channels, including 8 standalone sustainability reports, around 600 annual reports, 139 charters, official websites, and official social media accounts, for the period 2020–2023. The results demonstrate how Chinese HEIs disclose different types of ESG information via different channels, with most of the information disclosed through channels other than standalone sustainability reports. Most Chinese HEIs do not adopt any specific disclosure standards but loosely follow the Sustainable Development Goals (SDGs) in reporting. We further assess the quality of the disclosed information for each indicator and observe that, quality-wise, governance > educational > social > environmental, highlighting the necessity for Chinese HEIs to enhance environmental reporting. Next, we investigate the determinants of reporting quality and find that an HEI's number of faculty members is a more significant factor associated with its ESG reporting quality than other factors (i.e., number of students, funding, expenditure). Chinese HEIs are advised to report in a more balanced manner across the four dimensions in a standalone report using an education-oriented indicator-based framework instead of the current SDGs-based framework, to improve the completeness, materiality, and comparability of information.

The "Prisoner's Dilemma" and Countermeasures of Tuition Fee Collection in Colleges and Universities

In recent years, the scale of higher education institutions in China has been expanding year by year, and the number of college students has been increasing year by year, and the problem of tuition fee arrears has become more and more prominent, which is called a major problem in the financial work of colleges and universities, causing certain interference to the economic operation of colleges and universities, and also has a great impact on the moral education of college students. Based on this, the paper uses game theory to establish the game model of "Prisoner's Dilemma" for tuition fee collection in colleges and universities, and the strategic game model between tuition fee arrears and supervision, in order to explore the root causes of tuition fee collection difficulties in colleges and universities in China, and to give corresponding countermeasures with the conclusion of game equilibrium.

A Bibliometric Analysis of Enterprise Social Media in Digital Economy: Research Hotspots and Trends

With the rise of the digital economy, new business models have expedited the progress of corporate digital transformation. The mobile internet era has made enterprise social media a popular tool for employee communication. Summarizing the development and trends of enterprise social media research is beneficial for identifying future research topics. This paper analyzes the literature from the Web of Science core collection database and employs CiteSpace software to develop a scientific knowledge map, providing a visual analysis of the literature on enterprise social media in the context of the digital economy. The paper presents the research hotspots and evolutionary paths of enterprise social media, thereby clarifying the future development trends in this field. The study reveals that there is a relatively limited amount of literature on this topic, and collaboration among authors is not strong. Most research is conducted by higher education institutions in China and the United States. The research hotspots revolve around the theme of enterprise social media, covering topics such as knowledge sharing, communication, and performance. The research themes have undergone a transition from singularity to diversity. Finally, this paper proposes future research prospects in three areas: the human–computer collaborative model against the backdrop of artificial intelligence, user privacy disclosure and protection, and the impact of enterprise social media usage on the mental and physical health of employees. These prospects aim to provide valuable insights for subsequent research endeavors.

Seeking pedagogical opportunities to engage university students in emergency online learning: The role of online course experiences

AbstractEchoing the call for improving the definition and measurement of online student engagement, this study examined the association between students' engagement and their online course experiences in emergency online learning during COVID‐19. A sample of 5672 undergraduate students from eight higher education institutions in China participated in the study. The results of structural equation modeling analysis showed that students' online course experiences were significantly related to their motivation and/or engagement in emergency online learning. Three types of pedagogical factors influencing student engagement were identified, namely, three “extensively adaptive factors,” two “partially adaptive factors,” and one “dual‐effect factor.” These findings indicate the importance of teacher training for instructors to make better use of online learning, and reveal the pedagogical opportunities to improve student engagement in technology‐mediated learning in the postpandemic era.

Using Two-Factor Theory to Examine Female Teachers’ Identity in Higher Education Institutions in China

The number of female teachers in higher education institutions in China has exceeded half of the total number of teachers. However, their work and quality of life are far from reaching the ideal level, with many facing an identity dilemma. Based on the two-factor theory, using purposive sampling,125 female teachers in higher education institutions were given a questionnaire. Independent t-test and correlation analysis was used to examine the factors affecting the female teachers’ identity in China’s higher education institutions. This study suggests solutions to improve female teachers' identity dilemmas and their quality of life.

Teachers’ Perception and Practice of English Language Teaching Following CLT Approach in Chinese Higher Education - A Study of Two Higher Educational Institutions in China

the purpose of the present study was to investigate the role of teachers’ perception and practice of English language teaching in the implementation of Communicative Language Teaching (CLT) approach in two Chinese universities, which was conducted with three pragmatic purposes: 1). to investigate teachers’ perception on the characteristics of CLT approach used in English language teaching; 2). to identify teachers’ perceived practice of instructional strategies with CLT approach in helping students develop their communicative language skills; 3). to explore the problems and obstacles in the midst of English language teaching with it. The mixed methodology of (Quant +qual) approaches was employed in this study. The data was collected from forty college English teachers who were working at the Department of Applied English through survey questionnaire, a case study, and semi-structured phone-call interview. The findings revealed that almost teachers’ perception and practice had a noticeably positive correlativity with the characteristics of CLT approach in ELT, directly manifesting that the three intricate characteristics and instructional strategies of CLT approach in practice as they’ve frequently perceived highly related to the improvement of students’ English language communication skills, respectively. Nevertheless, some problems and obstacles were likewise illustrated, which probed to be difficultly operated in prolific English language teaching class within CLT approach. Implications for the study are that teachers’ perception and practice of ELT with the characteristics of CLT approach have meaningful effects on ELT development in Chinese higher education as well as the exhibited issues in class operation profoundly requires consideration to be kept from in college class.

Is teaching and learning in Chinese higher education classrooms internationalized? Perspectives from international students in China

ABSTRACT While China has emerged as a leading host country for international students, it reinforces its determination to build a global knowledge system by integrating Chinese and Western epistemological traditions in teaching and learning to promote epistemic justice. The study aims to explore international students’ challenges to current approaches to teaching and learning in Chinese higher education institutions in relation to the internationalization of curriculum. The study employed a qualitative exploratory design and collected data using semi-structured interviews with 30 international students at two prestigious Chinese universities. Based on the thematic analysis, the results highlight that international students struggle with issues such as Chinese language-dominated instruction, lack of discussion and autonomy in the classroom, limited engagement with domestic (Chinese) students and insufficient practical or hands-on learning opportunities. These findings are analysed against common standards required for the internationalization of teaching and learning. These findings have implications for classroom pedagogy in higher education institutions in China to sustain the interest of international students.

Efficiency evaluation for higher education institutions in China considering unbalanced regional development: A meta-frontier Super-SBM model

The development of higher education institutions (HEIs) is related to the future overall development of higher education in China. Studying the efficiency of provincial HEIs in China has great significance in deepening the reform of higher education evaluation, promoting coordinated regional development, and building a country powerful in its higher education. Based on the Super-SBM method, this paper creatively integrates meta-frontier theory and an index of international exchange and cooperation into an evaluation system for higher education efficiency. Taking 2011–2020 as the sample period, this study conducts a dynamic assessment of the higher education efficiency in 30 mainland Chinese provinces. It explores the differences in production technology in the eastern, central, and western regions, analyzing the environmental factors that affect the efficiency of higher education. The results show that during the sample period, the overall efficiency of higher education in China improved steadily. Efficiency Change is the main driving force. The three regions have significantly different technology gap ratio, and the structure of resource allocation significantly impacts efficiency. Therefore, this study's main recommendations are that the Chinese government should not only deepen the coordinated development of higher education between regions but also pay more attention to solving the problem of unbalanced development between China's geographical regions. At the same time, educational authorities should expand the number of ordinary colleges and universities in the central and western regions, develop non-financial funding sources, and improve the level of refined management of HEIs.

The Influence of Social Connectedness Stimulation on Prosocial Behavior Based on Hierarchical Linear Model-Taking Universities in Guangxi, China as an Example

The results of the study indicate that the more social support a student gets, the higher the interpersonal trust, the more harmonious interpersonal relationship, and the higher the willingness to conduct prosocial behavior. The objective of this study is to examine the sense of social connectedness (SSC) and prosocial behavior (PB) of students in Guangxi higher education institutions in China and to further understand the factors influencing PB of students in higher education. In this study, a total of 1,007 students were sampled from eight Guangxi higher vocational schools through purposive sampling using questionnaires, of which 676 (67.1%) were male students and 331 (32.9%) were female students. This study further enriches self-determination theory by exploring the effects of teachers’ character, teaching behaviors, and social support on PB, using SSC as an intrinsic motivation. In addition, the study results revealed that SSC, perceived teacher character, teaching behaviors, and perceived social support (PSS) were positively related to students’ PB. SSC affects PB not only directly but also indirectly through the mediating role of perceived teacher character teaching behavior and perceived teacher support. Teacher character, teaching behaviors, and PSS also play a chain mediating role in the relationship between SSC and PB. Finally, this study provides strategies to optimize school character management for higher education students to meet their basic psychological needs and thus promote the production of PB.

Development of the “1+2+X” Modular Course System for Information Technology Majors from the Perspective of Dual-Mode IT

As the third generation of IT is developing rapidly, higher education institutions in China are looking to produce innovation-minded talent who can adapt to the dual-mode IT work environments of modern enterprises to meet the demands of the intelligent manufacturing national development strategy. So, this research aims to specify the hierarchical talent training system and mechanism for information technology majors in the higher education system. A 1+2+X modular curriculum system was proposed for the information technology majors based on the group-chain development model that focuses on combining discipline and industry (also known as vertical and horizontal integration). The data analysis was performed through a comparative analysis of the talent training objectives of the Chinese institutes and course systems’ national development strategies. The results support the idea that the 1+2+X modular curriculum system can help universities produce innovation-minded talent by designing their curriculum based on the industry and trends rather than just focusing on specialization training. The novelty of this research is that it promotes the idea of professional development along with course training. This paper recommends that future researchers implement the concept in vocational institutes. Doi: 10.28991/ESJ-2023-07-03-024 Full Text: PDF

Artificial Intelligence Technologies in College English Translation Teaching.

This paper explores the practical prospects for using artificial intelligence technologies in professional English-speaking translator education. At the online conference 'Translation Skills in Times of Artificial Intelligence' (DingTalk platform, January 2022), the teachers of higher education institutions in China prioritized the translator's competencies necessary for successful professional activity during the digital transformation of social and economic business relations. The educators also evaluated the demand for online services used in the education of English-Chinese interpreters. The survey results showed that the use of artificial intelligence technologies in educational practices could have a significant impact on the development of key competencies of future translators. Using a competency-based approach to interpreter training and considering the need to develop abilities, knowledge, and skills required for successful professional translation activity, the author developed the pedagogical concept of the online educational course 'Simultaneous and asynchronous translation in a digital environment.'

Improving the Quality of Career Decision-making of Students in Chinese Higher Vocational Colleges

The number of graduates from China’s higher vocational colleges and universities is increasing, and making wise career decisions plays a key role in students’ career development. This study is based on the conceptual framework of the Career Self-Management Model of the Social Cognitive Career Theory. This study constructed a model that can improve the quality of career decision-making among college students in higher vocational institutions and explores the effects of career values, career decision self-efficacy, and career goals on career decision-making. Questionnaire data from 654 students attending higher education institutions in China were used. The results showed that both career values and career decision self-efficacy had significant positive effects on career decisions. Moreover, both career decision self-efficacy and career goals played a mediating role. The results demonstrate the applicability of the Career Self-Management Model conceptual framework to the study of career decision-making among college students attending higher education institutions.

A Mismatch between the Scale of Higher Education and the Level of Household Incomes: Causes of Proliferation of Online College Student Loans in China

Over the past decades, Chinese higher education has undergone a dramatic expansion. According to An Overview of Chinese Education: National Education Development in 2020 issued by the Ministry of Education of P. R. China, there were 2738 higher education institutions in China in 2020, with an admission rate of 54.4% and a total enrollment of 41.83 million students (1). With the rapid popularization of higher education, numerous issues have emerged on college campuses. The unreasonable proliferation of online student loads is one of them.

Abundance and Characteristics of Microplastics in the Soil of a Higher Education Institution in China

While microplastics have been detected in various spheres of the environment, there are few studies examining their abundance in higher education institutions, where their exposure to students and staff could raise concern. This study aims to quantify and characterise the microplastics in the soil of a higher education institution in China. Surface soil samples were collected in triplicate from nine sampling sites distributed evenly across teaching, recreational, and residential areas on campus. The soil samples were sieved with a 5 mm screen, and the fractions passing through the sieve were digested with 30% hydrogen peroxide. Microplastics were density-separated from the digested soil and observed under the microscope. ATR-FTIR was used to determine their compositions. This study reveals a higher abundance of microplastics in teaching and residential areas (150–700 items/kg and 50–650 items/kg, respectively) as compared to recreational areas (0–450 items/kg), with the highest mean abundance (516.7 items/kg) recorded for residential areas. Fibrous and fragment microplastics (31.5% and 33.3%, respectively) were most common in the soil samples, with the former more prevalent in residential areas. There were more black microplastics (36.4%) and white microplastics (29.1%) than those of other colors. Microplastics £ 0.5 mm constituted the largest fraction (64.3%) of total microplastics recovered and polyethylene microplastics were most abundant (35.2%). This study contributes to a better understanding of microplastic pollution in the compounds of higher education institutions, which could be positively linked to the human activities within those institutions.

Study on the Feasibility and Necessity of Setting Up Student Learning Center in Private Higher Education Institution

In view of the rapid development of private higher education institution in China and the differences between instructors and students composition and public universities, some students have some problems in learning methods and learning initiative. Setting up special guidance and improving students’ learning and development ability is an important measure to improve the teaching quality of private universities, which is also feasible and necessary. Learning from the successful experience of “Learning Guidance and Development Centers” of universities at domestic and abroad, this paper explores a student learning support system in accordance with the characteristics of private universities, and improves students’ independent learning ability by setting up learning guidance courses, consultation, discussion and peer assistance.

Enhancing Online Instructional Approaches for Sustainable Business Education in the Current and Post-Pandemic Era: An Action Research Study of Student Engagement

The outbreak of the COVID-19 pandemic has pushed traditional classroom instruction to fully online teaching and learning modes. Higher education institutions in China were among the first to shift to these new modalities. The innovative integration of techno-pedagogies with the advancement of information communication technologies and multimedia applications made these rapid changes feasible in practice. However, the shift from traditional to fully online instruction was challenging. Student disengagement and learning performance losses due to these pedagogical changes have impacted the sustainability of educational programmes. We used mixed methods with dual-cycle action research to explore better pedagogical solutions. Seventy-six adult students, three teachers and three teaching assistants were involved in our study. Informed by the results of the first action research cycle, gamification was introduced in the second cycle. The gamified flipped classroom approach in the second action research cycle significantly improved student engagement, and their learning performance was sustained throughout the study. Suggestions for flexibility, all-in-inclusive, coopetitive learning, technical support and sustainable learning (F.A.C.T.S.) are proposed as a practical framework for new techno-pedagogical approaches in the current and post-COVID-19 era.

The influence of students' sense of social connectedness on prosocial behavior in higher education institutions in Guangxi, China: A perspective of perceived teachers' character teaching behavior and social support.

The objective of this study is to examine the sense of social connectedness (SSC) and prosocial behavior (PB) of students in Guangxi higher education institutions in China and to further understand the factors influencing PB of higher education students. In this study, a total of 1,007 students were sampled from 8 Guangxi higher vocational schools through purposive sampling using questionnaires, of which 676 (67.1%) were male students and 331 (32.9%) were female students. This study further enriches self-determination theory by exploring the effects of teachers' character teaching behaviors and social support on PB, using the SSC as an intrinsic motivation. In addition, the results of the study revealed that SSC, perceived teacher character teaching behaviors and perceived social support (PSS) were positively related to students' PB. SSC affects PB not only directly, but also indirectly through the mediating role of perceived teacher character teaching behavior and perceived teacher support. Teacher character teaching behaviors and PSS also play a chain mediating role in the relationship between SSC and PB. Finally, this study provides strategies to optimize school character management for higher education students in order to meet their basic psychological needs and thus promote the production of PB.