Higher Education Institutions In China Research Articles

Nexus of knowledge oriented leadership and knowledge worker performance in Chinese higher education institutions: a post-pandemic behavioral analysis

PurposeIn the wake of the COVID-19 outbreak understanding the behavioral dynamics and role of knowledge-oriented leadership (KOL) in driving knowledge worker performance (KWP) is paramount for organizations striving to adapt and thrive in the post-pandemic era. Drawing on the path-goal theory, this study explores the impact of KOL on KWP. In addition, this study seeks to examine both the direct and indirect influences of KOL on KWP via digital orientation (DO) and digital citizenship practices (DCP), especially for higher education institutions (HEIs) located in China.Design/methodology/approachThe sample consisted of 319 academic staff from HEIs in China. The study used Smart-PLS 4.0 for analytical examination.FindingsThe results indicate that the impact of knowledge-oriented leadership on KWP is negligible. Furthermore, DCP and DO partially mediate the relationship between KOL and KWP. The findings of this research have practical implications for Chinese HEIs and organizations across industries, providing insights into how to navigate the complexities of the post-pandemic work environment and effectively harness digitalization to optimize the KWP.Research limitations/implicationsThe implications of this research extend beyond the HEIs, providing organizations in various industries with evidence-based strategies to promote effective leadership, foster digital skills, and cultivate a culture of digital citizenship in the post-pandemic work landscape.Originality/valueDespite the increasing significance of KOL in the higher education sector, there is a dearth of studies establishing a relationship between KOL and KWP in HEIs. The present study seeks to fill this gap by examining the association among KOL, KWP, DO, and DCP in HEIs during the post-pandemic. This research provides significant contributions to the existing literature on the topic by scientifically exploring the association between KOL and KWP by examining the intervention mechanism of both digital citizenship practices and digital orientation.

Intelligent Data Integration: A Case Study of NOVOI in a Higher Education Institution in China

Massive data of different sectors inheres in different sites, which requires integration of those data in various types and formats when dealing with system development and integration of an organization. Intelligent data integration is crucial for system development and management to enhance the effective governance of organizations at all levels. It alleviates the lagging service and meets users' needs in higher educational institutions (HEIs). From the holistic perspective, the “No More than One Visit for One Item” (NOVOI) is a paradigm emphasizing the integration of system information, which is utilized in integrated services all in one, namely, the synergy and collaboration of all offices in an HEI. By a case study of the status quo of NONOI in an HEI in China, the NOVOI framework was constructed and its outcomes were analyzed by a comparison of data in past years. It’s found that users of NOVOI vary among different service items. The most frequently used service items are academic-related, instead of teaching affairs or administrative affairs. Service items for faculty and staff have more nodes than those for students. As a result, NOVOI can improve the efficiency of the service, enhance the overall management level, promote information disclosure in HEIs, and help the HEI system develop towards diversification of services and improve a more efficient informatization process through intelligent and effective data integration.

Individual motivation and knowledge sharing: the hindering effect of perceived costs in higher education

ABSTRACT Knowledge sharing among academic staff allows universities to foster innovation and achieve competitiveness in the higher education industry. Based on the Theory of Planned Behavior, this study developed an integrated model to investigate the impact of individual motivation on academics’ attitudes and intentions to share knowledge, incorporating both perceived costs (loss of knowledge power, time and effort) as well as benefits (expected association, enjoyment in helping others) associated with knowledge sharing. Data was collected from 532 faculty staff in higher education institutions in China through an online questionnaire and analyzed using partial least squares structural equation modeling. The findings indicated that loss of knowledge power as well as time and effort negatively impacted academics’ attitudes toward knowledge sharing while expected association and enjoyment in helping others positively impacted attitudes. Additionally, attitudes significantly contribute to enhancing academics’ intentions to share knowledge. The study contributes to the extant literature by highlighting the hindering role of perceived costs in developing positive attitudes toward knowledge sharing which have not been empirically verified in previous studies. In addition, the study provided recommendations on how knowledge sharing can be encouraged among academics by minimizing costs while maximizing benefits associated with knowledge sharing.

THE COMPARATIVE ANALYSIS OF PRACTICES OF SOCIO-ARTISTIC EDUCATION AT PEDAGOGICAL UNIVERSITIES OF RUSSIA AND CHINA

This scientific article is devoted to a comparative analysis of pedagogical higher educational institutions in China and Russia in the field of art education and social practice. The main purpose of the study is to identify similarities and differences between the educational systems of the two countries, their approaches to teaching contemporary art, as well as interaction with the artistic community and the social environment. The article provides an overview of the existing research in the field of socio-artistic education at pedagogical universities in Russia and China. The key aspects and practices are analysed, such as the organisation of the educational process, inclusion of students in art projects and practices, interaction with the local art community and social organisations. The results of the study help to identify similarities and differences in the approaches to socio-artistic education in educational institutions in Russia and China. The author discusses the advantages and disadvantages of each system and gives recommendations for improving the practice of socio-artistic education in pedagogical higher educational institutions of both countries. The research is of interest to educators, scientists and specialists in the field of art education, as well as those who are interested in comparative analysis of educational practices of art in different countries. The results of the work can be used to develop training programmes and improve the quality of socio-artistic education at pedagogical universities.

Perceived organizational justice and support facilitate employee innovation: A moderated mediation model of work engagement and empowerment

In this study we employed a dual theory of social exchange and conservation of resources to examine how individual perceptions of organizational justice and support translate into innovative work behavior via engagement and empowerment. We analyzed data from 367 academic staff and their leaders in 82 public higher education institutions in China, and the results revealed a positive association between perceived organizational support and innovative work behavior, which was mediated by work engagement. A result surprising to us was that although organizational justice indirectly enhanced innovative work behavior through work engagement, organizational justice did not directly drive innovative work behavior. Moreover, psychological empowerment did not moderate the indirect linkage between organizational justice/perceived organizational support and innovative work behavior via work engagement. These findings are relevant to organizations seeking to utilize different perceptions of individual employees to drive innovation.

An Empirical Study on the Impact of Incentive Factors on the Teachers’ Performance among Private Higher Institution in China

This empirical study delves into the intricate relationship between incentive factors and the performance of teachers within the realm of private higher education institutions in China. With the rapid expansion of the private higher education sector in China, understanding the mechanisms that drive teacher performance becomes imperative for sustaining educational quality and institutional competitiveness. Employing a mixed-methods approach, this research integrates quantitative surveys and qualitative interviews to capture a comprehensive understanding of the multifaceted dynamics at play. The quantitative phase involves administering structured questionnaires to a representative sample of teachers across various private higher institutions in China, while the qualitative phase entails in-depth interviews with key stakeholders, including administrators and educators. The study evaluates a range of incentive factors, encompassing financial rewards, professional development opportunities, recognition, and job satisfaction, among others. Through statistical analyses and thematic coding, the research aims to identify the most influential incentive factors and their differential impacts on teachers' performance indicators such as teaching effectiveness, research productivity, and overall job satisfaction. Preliminary findings suggest that while financial incentives remain a significant motivator for teachers, non-monetary factors such as opportunities for professional growth and recognition also play a pivotal role in enhancing performance and job satisfaction. Moreover, the study uncovers nuanced variations in the perceived effectiveness of incentive mechanisms across different demographic and institutional contexts. By shedding light on the intricate interplay between incentive factors and teachers' performance, this study provides valuable insights for private higher education institutions in China to formulate evidence-based strategies for optimizing faculty motivation, productivity, and overall institutional effectiveness. The implications of these findings extend beyond the confines of academia, offering policymakers and educational stakeholders actionable recommendations to foster a conducive environment for teaching excellence and innovation in the private higher education sector.

Brief Introduction on the Internationalization of Local Universities in China

Local Universities are the main body of the higher education institutions in China. Under the guidance of the national policy, local universities have implemented educational internationalization. The development of educational internationalization, the implementation of educational internationalization, the sustenance mechanism of educational internationalization and problems of educational internationalization in the local universities of China are introduced in this research. Under the “Belt and Road” initiative, local universities in China should take various measures to develop educational internationalization.

Brand Reputation Management in a Chinese Higher Educational Institution

Brand reputation management is of increasing importance in the highly competitive landscape of higher education institutions, particularly in the context of Chinese culture. This study explores the challenges and strategies related to managing brand reputation in a Chinese higher educational institution. It highlights the significance of brand reputation in attracting students, faculty, and external support, making it a critical aspect for these institutions. Drawing on the Reputation Quotient Model, this research examines reputation in terms of innovation, workplace culture, social responsibility, financial performance, emotional appeal, and products and services. It also explores the interplay between brand association, brand identity, and the overall quality of academic services and how these factors affect the perception of the institution. The study's findings reveal that the perceived quality, brand association, and brand identity play pivotal roles in shaping the brand reputation management of Chinese higher education institutions. The research provides valuable insights for institutions to enhance their brand management strategies, thus attracting and retaining high-quality faculty and students while fostering engagement with stakeholders and alumni. Additionally, it emphasizes the need for institutions to balance global and local perspectives to maintain brand relevance and reputation in the competitive higher education market. Ultimately, the study underscores the critical role brand reputation plays in the success of higher education institutions in China.

Developing Chinese Prospective EFL Teachers' NCA: A Qualitative Approach

Improving the Native Cultural Awareness (NCA) of EFL teachers is one of the important challenges facing higher education institutions in China. To give insights in this problem, based on the Intercultural Communication Competence (ICC) theory, this study investigated and analyzed how to develop prospective English as a Foreign Language (EFL) teachers' NCA. Specifically, this paper recruited 70 Prospective EFL teachers from a university in China to conduct a six-week qualitative study. Non-numerical data related to semi-structured interviews and topic writing were collected and qualitatively analyzed using the qualitative analysis software NVivo. The results show that “Native Cultural Sensitivity” and “Key Native Cultural Awareness” play an important role in prospective EFL teachers' NCA. This paper uncovers specific changes in cultural critical awareness due to the training, providing valuable guidance for enhancing the cultural critical competence of prospective EFL teachers. Moreover, this paper also provides crucial insights for fostering a more sensitive understanding and response to native culture among prospective EFL teachers.

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

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.