National Higher Education Systems Research Articles

ON THE ISSUE OF IMPROVING THE EFFICIENCY OF PUBLIC ADMINISTRATION IN THE SPHERE OF HIGHER EDUCATION: PHILOSOPHICAL AND WORLDVIEW ASPECT

The article examines the issues of improving the effectiveness of public administration in the field of higher education in a philosophical and ideological aspect. Education is characterized as the basis of the social, political, economic, spiritual and cultural development of the nation. The importance of modernizing management mechanisms at the state level in the field of higher education is proven. The conditions for ensuring the proper level of development of the educational market are investigated. The importance of decentralization in the field of higher education and expanding the autonomous capabilities of higher education institutions in Ukraine is substantiated. The challenges facing the national system of higher education as of today are characterized. Higher education is considered as a sphere for the activities of public administration bodies. The importance of applying the methodology of social and organizational design in reforming public administration of higher education is substantiated. It is proved that the essence of social and organizational design lies in the scientifically based determination of opportunities for the implementation of targeted organizational changes in social systems and institutions, which is used to solve specific management tasks. The fact is substantiated that with the introduction of the principles of humanism, democracy, autonomy of higher educational institutions, as well as public-private partnership and public-public management into the legislation, the main scientific research in Ukraine will be focused on the development and implementation of effective mechanisms for implementing legislative changes in the management system of higher education. The essence of public management in the field of higher education is determined, as well as the most important principles according to which it is carried out at the current stage of development of social relations, in particular in our state. The functions of public management in the field of higher education are presented.

Institutional Transformations of Higher Education: Key Gaps and New Practices.

Institutional transformations of higher education in Russia are currently being carried out under the influence of geopolitical factors and a set of gaps between the demands of modern society and the established institutional characteristics of higher education. This article defines the essence of institutional transformations of higher education, systematizes the gaps and contradictions that shape their context in modern Russia, and identifies the main trends in the transformation of the educational and scientific practices of universities that determine the direction of institutional changes. The analysis was conducted using both theoretical and empirical methods, including a content analysis of strategic and reporting documents from 62 leading Russian universities, as well as a secondary analysis of data from the Russian Public Opinion Research Center (VCIOM). It is concluded that the main gap in the institutional transformations of domestic higher education currently lies between trust and value, and the main mechanism is the construction of new practices for educational and scientific activities by universities. The analysis of these practices led the authors to conclude that the direction of institutional changes in the field of educational activities is more associated with the transformation of traditional institutional characteristics, while in the field of scientific activities, it is associated with the formation of new institutional foundations, with a general focus on increasing the integration potential of universities and inter-institutional interaction. The prospects for forming a new national system of higher education are tied to the possibility of consolidating these practices at the systemic level as stable regulatory and organizational characteristics.

ФОРМУВАННЯ ЗДОРОВ’ЯЗБЕРЕЖУВАЛЬНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ БАКАЛАВРІВ ФІЗИЧНОЇ ТЕРАПІЇ: ЄВРОПЕЙСЬКИЙ ВИМІР

Reforming the national system of higher education in Ukraine implies the application of the experience of European countries in solving the issues of developing high-quality professional training for future bachelors of physical therapy. The article describes the regulatory documents of the European Confederation and the Ukrainian Association of Physical Therapy on the definition of the leading competencies that constitute the content of their health-saving competence: linguistic, communicative, cognitive, emotional, interpersonal, social, professional, and temporal. The purpose of forming health-saving competencies for future bachelors of physical therapy is defined through the mastering of systematic professional knowledge; rules of conducting professional activities following ethical standards; skills and experience of interpersonal and intercultural interaction and effective teamwork; motives for achieving a joint goal in professional activities; skills of communication in state and foreign languages, both orally and in writing; skills of searching, analysing, processing and systematisation of necessary information from various sources use information and communication technologies in their own professional training and the future in their professional activities; experience in performing socially responsible professional activities; their rights and observance of duties of a member of society in accordance with the values of civil society, based on the rule of law, human and civil rights, and freedoms in Ukraine, etc. It has been proved that acquiring special competencies, which are part of the health-saving competence, ensures the quality of professional activity in the future.

УНІВЕРСИТЕТСЬКА ОСВІТА В ІСТОРІОГРАФІЇ УКРАЇНСЬКОЇ ПЕДАГОГІЧНОЇ КОМПАРАТИВІСТИКИ: КРАЇНОЗНАВЧИЙ ВЕКТОР

The article deals with the analysis of the country studies vector of Ukrainian comparative studies on the development of higher and university education in order to identify the achievements, bottlenecks and prospects for the formation of historiography of this problem. It has been revealed the complexity, multidimensionality and interdisciplinary nature of Ukrainian historiography on the development of foreign higher and university education. Taking into account the territorial-spatial and thematic-content orientation of the research, its structure includes five conditional interrelated blocks of works that consider higher and university education: 1) as a global and regional education system; 2) in the context of the phenomena «Bologna Process/European Education Area - foreign countries – Ukraine»; 3) in certain regions (mainly European); 4) in different countries; 5) in terms of the main subject of the study. The paper identifies three stages of development of the historiographical process, which reflected the peculiarities, nature, and trends in the study of national systems of higher and university education in foreign countries: 1) the post-Soviet period (1991-2001), when their targeted study began in the mid-1990s; 2) pro-European (2002-2011/12), when the perspective of studying this problem moved to the context of understanding the process of integration of foreign countries into the European Higher Education Area; 3) country studies (since 2012), when scholars began to study foreign higher education systems as separate socio-cultural phenomena. It has been revealed a narrow country studies vector of Ukrainian comparative scholars, who focused on the study of mainly five to six national higher education systems. The author characterises the phenomenon of numerous studies that have the same subject matter: on the one hand, it is objectively determined by the research interests of the authors, on the other hand, it leads to duplication of factual material and theoretical provisions.

Актуальные направления развития современной системы высшего педагогического образования

The Higher Pedagogical School is focused on the formation of students' ability and readiness for continuing education, professional and personal self-development and self-education, necessary in an era of intense social, economic, political and technological dynamics of change. The purpose of this article is to identify the current directions of development of the Russian system of higher pedagogical education in new socio-economic and socio-political conditions. The article considers the following areas of development of higher pedagogical schools: the transition to a unique national system of higher education; the creation of new models for evaluating the results of higher pedagogical education; the introduction of the "Core of higher pedagogical education" taking into account an interdisciplinary approach; the creation of a system of interregional pedagogical districts based on pedagogical universities. The article notes that the creation of a new national system of higher education gives Russian pedagogical education a more modern, competitive and qualitative character, thereby contributing to improving the professional training of future teachers and creating conditions for the implementation of trajectories of continuous pedagogical education. The article uses a theoretical method in the form of analysis of sources, as well as synthesis based on them. It is concluded that the key factor in the development of the higher education system and ensuring its high quality should be a harmonious combination of basic knowledge and practical training of students.

EDUCATIONAL LEADERSHIP IN THE NETHERLANDS: SUBJECT-FUNCTIONAL ANALYSIS

The article characterizes educational leadership as one of the basic components of the higher education management system, which is formed by the human management capital of the Netherlands. Legislative educational policies, management documents, reports, as well as scientific research and results of project activities related to strengthening leadership potential in the Netherlands were analyzed. The national and institutional levels of management in the field of higher education are defined. The distribution of functions between national institutions, their features and their place in the national system of higher education of the Netherlands is clarified. The systemic management roles within the higher education institution are characterized.

Education quality of public and private universities in Bangladesh: Comparative perspective

The quality of a nation's higher education system significantly influences its socioeconomic progress. Universities have immense capacity to promote economic well-being in underdeveloped nations. This study examines the relative quality of education at both private and public universities in Bangladesh. The study used a quantitative research method, with a total of 220 respondents participating in a cross-sectional survey. Data was collected physically via a face-to-face interview and online using a standardized Google form. The cross-sectional survey respondents found both offline and online methods convenient. Data were analyzed using Excel and SPSS. The study used statistical data to analyze crucial elements that influence the quality of education. Results reveal considerable disparities in educational quality evaluations between public and private universities. Both kinds of universities have reasonable teacher-student ratios, but private universities do better. 45% of public university respondents rate library facilities highly, compared to 22% at private universities. Research facilities prefer public universities, with 44% of respondents evaluating them highly, compared to just 14% for private universities. The quality of ICT facilities is seen as superior at private universities, with 57% of participants rating them highly, in contrast to a mere 11% in public universities. Private universities perceive international collaboration as more effective, with 67% of respondents rating it as high, compared to 38% in public universities. This investigation emphasizes the strengths and weaknesses of both public and private universities in Bangladesh, offering valuable insights for educational administrators and policymakers who are endeavoring to improve the quality of education in both sectors.

FORMATION OF INTERPERSONAL COMMUNICATION SKILLS IN THECONDITIONS OF UKRAINE'S INTEGRATION INTO THE EUROPEAN HIGHEREDUCATION COMMUNITY

The article summarizes the results of scientific work and highlights the experience and approaches to the formation of interpersonal communication skills in the context of Ukraine’s integration into the European higher education community. It is stated that the European integration progress of Ukraine is accompanied by positive changes in the socio-economic development of society and the introduction of innovative changes in the field of higher education, which are aimed at successful political, legal, economic, and educational integration into the European space. It is noted that since 2005, Ukraine has been participating in the Bologna process, i.e. an international initiative aimed at reforming and unifying higher education in the countries of the European area of higher education. It is found that the alignment of the national system of higher education with European and world standards involves the transition to the system of competence education. The classification of integrated characteristics of the quality of training of education seekers and the results of their training, i.e. competencies, is given. It is pointed out that one of the key positions among “soft” skills is occupied by communicative competence, which requires the formation of interpersonal communication skills. The categories of theories of interpersonal communication are defined and characterized. A model of effective interpersonal communication is proposed, which provides for the achievement of individual group and organizational results thanks to a properly adjusted process of filtering perception and cognitive selection, as well as taking into account the situational characteristics of communication. A taxonomy of interpersonal communication skills is given. It is noted that training students of higher education in effective interpersonal communication skills requires teachers with relevant knowledge, as well as guidance and instruction in learning to develop and improve these skills. It is substantiated that for the successful formation of interpersonal communication skills in higher education students of Ukraine, it is necessary to study the experience and implement the practices of the European educational space. Prospective directions for further scientific research on the formation of interpersonal communication skills among students of higher education are outlined.

Developing Training Courses about Spiritual Leadership in Higher Education in Thailand: Critical Review

Purpose: Spiritual leadership launched into a significant topic in higher education globally; Thailand also desires to make positive social change sustainably in the World, the national higher education system is friendly identifying to a kind of leadership with spiritual growth, positive transformation, sustainability; however, the spiritual leadership is such one the higher education institutions in Thailand would like to search. Method: The study was a critical review; in literature searching, there were keywords such as spiritual leadership, higher education, curriculum, and Thailand. Then, the researcher synthesizes the pieces of literature to develop the critical reviews under compared analysis (diverse perspectives, advantages, and disadvantages); however, all documental resources were searched from qualified engines, such as Google Scholar, Research Gate, and online libraries. Results: The critical review found concepts of spiritual leadership with different perspectives in religion, business and higher education; then, the critical review also briefly introduced higher education in Thailand and why its higher education needs spiritual leadership and related training courses; however, the critical review disclosed the six types of training curriculums in developing spiritual leadership and general advantages and disadvantages in the training courses; finally, the researcher provided potential implications according to the major findings in the literature review, it may contribute practical suggestions to develop spiritual leadership in higher education in Thailand. Regarding the above necessary for developing spiritual leadership in higher education in Thailand, the researcher aimed to conduct a critical review, to fiful related theories in spiritual leadership concepts, what types of curriculums can assist spiritual leadership, what advantages and disadvantages in the curriculums, and why spiritual leadership suitably develop in Thailand. Conclusion: In conclusion, the study disclosed spiritual leadership there were different perspectives on its concepts; however, spiritual leadership in higher education refined as leadership encourages personal growth, positive transformation, and sustainability for individuals; then, the study found six types of training curriculums suitable for developing spiritual leadership in higher education in Thailand; according to Thailand's details in higher education and major findings, the researcher suggested potential implications to higher education institutions in Thailand for developing spiritual leadership, such as organizing the six curriculums into students.

МОВЛЕННЄВА КОМПЕТЕНТНІСТЬ ЯК СКЛАДОВА ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ ПЕДАГОГІВ ПРОФЕСІЙНОГО НАВЧАННЯ

Relevance: The prioritization of developing speech competence in future teachers of vocational education is necessitated by the need to equip learners with competencies for lifelong learning, aligning with the qualification requirements of higher education graduates amidst the reforms in the national higher education system and its integration into the European space. Objective: To substantiate the importance of speech competence as a component of professional training for future teachers of vocational education in higher education institutions. Methods: Analysis, synthesis, and generalization of scientific works and legislative and regulatory documents were used for the theoretical analysis of key concepts of the study, defining the term "speech competence as a component of professional training for future vocational education teachers"; comparison was employed to identify approaches to solving the researched problem; generalization and systematization were used to formulate conclusions and prospects for further research. Results: Analysis of scientific works revealed that the speech competence of future vocational education teachers develops through the integration of the main tenets of linguistic sciences, psychology, and pedagogy. It is hierarchically subordinated to the principles of implementing a competence-based approach in the education system and integrates into the system of key (general) competencies as a distinct component. Speech competence, as defined in the Standard of Higher Education at the Bachelor's level, field of study 01 – "Education / Pedagogy", specialty 015 – "Professional Education (by specializations)" and in educational-professional programs, is determined by specific learning outcomes, mastery of which provides the ability to obtain an educational qualification. The level of speech competence within the system of general competencies for lifelong learning is a guarantee for the systemic further personal and professional development of a vocational education teacher according to the standards and socio-cultural trends. Conclusions: Innovative and European integration development of educational systems, current scientific research in pedagogy and psychology, technological changes, and the digitalization of society require a systemic update of educational content components to effectively develop the speech competence of future vocational education teachers and to ensure their ability to organize and conduct pedagogical activities effectively.

METHODICAL SUBSTANTIATION OF THE ORGANIZATIONEUROPEAN CREDIT TRANSFER AND ACCUMULATIVE SYSTEMSIN THE TEACHING OF AGRICULTURAL DISCIPLINES

This article highlights the procedure and features of the introduction of the European credit transfer system in higher education institutions and its key positions. Types of educational work and control measures. The purpose of introduction of the European credit transfer system and its key documents in universities for ensuring high quality of education and integration of the national system of higher education into the European and world educational community is defined.

PEDAGOGICAL TECHNOLOGIES IN THE SYSTEM OF PHYSICAL EDUCATION OF HIGH SCHOOL STUDENTS

The integration of Ukraine into the world community necessitates the reform of the national system of higher education. This reform should be focused on personality development of future specialists, ensuring their high level of health and physical fitness, preparing them for employment and competitiveness in modern economic conditions as persons with higher education. Recently, new educational models have been actively explored, and the rapid development of communication tools and information technologies has opened up significant opportunities for qualitative changes in educational technologies. These achievements can play an important role in the modernization of the Ukrainian education system.

СПЕЦИФІКА ОРГАНІЗАЦІЇ САМОСТІЙНОЇ РОБОТИ З ІНОЗЕМНОЇ МОВИ ДЛЯ КУРСАНТІВ ЗВВО: ПРАКСЕОЛОГІЧНИЙ АСПЕКТ

Background. Independent (autonomous) learning is a form of organization of the educational activity, which structurally reforms the national systems of higher education in European countries. Independent work constitutes a special space for cooperation between teachers and cadets of the institution of higher military education with an emphasis on the responsible autonomous work of future officers on mastering the program material. The study is conducted outside of the usual practical classes in a foreign language but is connected with them. The purpose of the article is to outline the specifics of the organization of independent work on a foreign language in its praxeological aspect for cadets of the institution of higher military education. The aim demands focusing on the optimization of the educational continuum (in the direction of increasing productivity, rationality and efficiency) through the quality organization of independent work of cadets on learning a foreign language. Results. A brief overview of the specifics of the practical organization of independent work of the cadets of higher education institutions in foreign language learning was carried out. The peculiarities of conducting independent work in the institution of higher military education compared to civilian HEIs were taken into account, in particular, normative documents defining the content and specifics of the educational process of future officers were analyzed and summarized. С onclusions. One of the points of emphasis is the alignment of language education of future officers with STANAG 6001 as an agreement between NATO countries regarding language standards, which should be reflected in the educational process of the Armed Forces of Ukraine and in the independent work of cadets. The modern context requires a clear model of integration of independent work with classroom classes (practical foreign language classes), implementation of a thematic-modular approach to the structure of independent work; involvement of LMS tools such as Moodle, Classroom; use of tasks involving Internet and mobile technologies; integration of creative and project tasks, systematic application of generative learning strategies; the use of modern ICT tools to ensure a communicative approach. The idea of the transitional nature of independent work, that is, its categorization as a connecting link between the formal stage of education and further education throughout life, is fundamental.

MODELS OF UNIVERSITY AUTONOMY IN EU COUNTRIES: COMPARATIVE ANALYSIS

The article is devoted to justifying the classification of models of university autonomy based on their comparative analysis. It is emphasized that education functions as a systemic element in the social structure, which is embedded in connections and coordination with other social actors, in particular with state power and the market. It is noted that university autonomy is the authority of a higher education institution to determine its own goals and programs, as well as the means to achieve them; autonomy, independence and responsibility in making decisions regarding one's own development. It is emphasized that the degree of university autonomy is correlated with the country's political and administrative system, economic development and cultural traditions, historical and ideological context, axiological orientation of society, traditional role of higher education institutions. On the basis of a comparative analysis of common features and specifics of models of university autonomy, the author's classification is substantiated depending on three fundamental factors: relations between state authorities and universities; internal organizational and management structure of universities; as well as generalization of cases of certain national systems of higher education or groups of countries united by historical and regional features. It is emphasized that the most relevant is the classification of models of university autonomy, which takes into account not only the relationship between state control and university autonomy and the peculiarities of intra-university management, but also the administrative and financial system of the state, financial support of higher education, etc.

Применение принципа изоморфности в определении результата качества образования и характеристик личности Учителя

The article presents the results of a theoretical analysis of literary sources on the problem of human qualimetry and education. The relevance of this study is determined by the fact that at the moment the education system is undergoing serious changes due to the transition to the national system of higher education, which is largely determined by the spiritual and moral attitudes of specific teachers, Teachers, heads of the education system, both at the level of a specific educational organization and at the level of the Russian state. The scientific hypothesis of the theoretical study is the position that the Teacher's pedagogical skills, his professional and personal qualities, educational and educational technologies that he uses are fundamentally isomorphic to the quality of education reflected in the qualities of the Student's personality (education, upbringing). As research methods, the theoretical analysis of more than 100 works by A.I. Subetto and other authors is used from the position of applying the principles of isomorphism of professional and personal qualities of a Teacher in the educational, educational process of a Student. As a result of the theoretical analysis, 7 main positions of the Russian scientific qualimetric school in the field of education and personality are identified.

GLOBAL TRENDS IN HIGHER EDUCATION: PROSPECTS FOR THE DEVELOPMENT AND MODERNIZATION OF DOMESTIC POLICY

The relevance of conducting a detailed analysis of global trends in higher education and their reflection in the national educational policy today is due to a number of important factors. Monitoring global trends is important because they identify new challenges and opportunities for national education systems. Firstly, in connection with the growth of global competition in the labor market, national systems of higher education must adapt to international standards and requirements in order to prepare graduates who will be competitive on the world stage. Global technological and economic trends require higher education to constantly update programs to provide graduates with up-to-date skills. Secondly, understanding global trends in higher education is important for building an ef­fective national education policy. Modern challenges, such as the international mobility of students and scientists, call for the development of strategies that promote interaction with other countries and the implementation of the best global practices in domestic educational systems. Thirdly, due to the diversity of cultures and languages, the globalization of higher educa­tion requires the development of strategies that will promote cultural diversity and intercultural understanding among students and teachers. Thus, a thorough analysis of global trends in higher education and their impact on domes­tic educational policy becomes strategically important for national governments and educational institutions. The introduction discusses the importance of understanding and taking into account global trends for modernizing domestic educational strategies. It is noted that global transformations create a need to harmonize domestic policies with the requirements of the modern world. Next, the article examines in detail the impact of globalization on the competitiveness of higher education. The factors that determine the quality and development of education in the national context are studied, in particular, how global competition affects the choice of students and the attractiveness of higher education institutions. In addition, the article considers the prospects of modernization of domestic educational policies in the conditions of globalization. Special attention is paid to the need to adapt programs, structures and training methods to international standards and expectations. The conclusions summarize the main conclusions regarding the importance of adapting domestic educational policies to global trends to ensure the sustainable development of higher education and the training of competitive personnel on the international labor market.

О некоторых особенностях обновления системы высшего образования России

The purpose of this work is to discuss the problems that arise at the next stage of the renewal of the national system of higher education. Based on the results of the study, the author assesses the planned structural changes in higher professional education in Russia, the degree of their continuity with the existing structure of higher education, identifies the emerging features of the main educational programs of higher education, the degree of their compliance with the new requirements for specialists with higher professional education in various sectors of the national economy. It is shown that the proposed restructuring of the main educational programs of higher education needs a thorough adjustment, since it does not solve the problem of high-quality training of specialists with higher professional education based on the conjugation of the main educational programs of higher education and the sphere of work.

From Policy to Practice: Evaluating the One-Year Outcomes of Moldova's Higher Education Reforms

The article critically evaluates the outcomes of the ambitious higher education reforms initiated in Moldova in 2022, with a focus on their impact on the national higher education system. Recognizing the pivotal role of higher education in economic growth and societal well-being, the reform aimed to elevate academic standards and align Moldova's higher education system with European norms. The evaluation employs a mixed-method approach, integrating a comprehensive review of government reports, policy documents, academic literature, and primary data from stakeholder interviews. This methodological framework enables an in-depth examination of the reform's key components, objectives, and its impact on the structure, content, and quality of higher education and research in Moldova. Although the reform has streamlined academic processes and achieved partial alignment with European standards, significant challenges persist, including declining student numbers, demographic shifts, migration, and an aging academic workforce. The analysis reveals that despite some positive gains, the reform falls short in addressing broader systemic issues, such as declining enrollments and the aging faculty dilemma. The outcomes of Moldova's higher education reform underscore the necessity for continuous monitoring and dynamic adjustment. The study proposes two main avenues for ongoing change: the development of highly specialized universities or the further consolidation of the higher education system into a single public university in Moldova. These suggestions aim to address the identified challenges, ensuring the reform's long-term success and sustainability.

English Language Teachers’ Professional Development at Tertiary Level in Bangladesh: Challenges and Prospects

This study delves into the complex landscape of tertiary teachers' professional development in Bangladesh, examining both the formidable challenges and promising prospects that shape the growth and effectiveness of educators in the nation's higher education system. In Bangladesh, tertiary education plays a pivotal role in shaping the future of its youth and the nation's economic progress. However, the quality of higher education hinges on the quality of instruction, making professional development for teacher’s imperative. The study unveils the significant challenges faced by these educators, including the burden of heavy workloads, financial constraints, limited access to development opportunities, and resistance to change. These challenges collectively hinder the professional growth of teachers, which, in turn, affects the quality of higher education. Conversely, the study illuminates the substantial prospects of professional development for tertiary teachers in Bangladesh. It underscores the vital role professional development plays in enhancing teaching skills, aligning curricula with industry needs, and preparing graduates to excel in the global job market. Strategies such as institutional support, technology integration, faculty collaboration, and needs assessments have been identified as avenues to address these challenges effectively and unlock the potential of growth for educators in Bangladesh's higher education landscape. In conclusion, while Bangladesh grapples with obstacles that impede the professional development of tertiary teachers, the prospects remain optimistic. By recognizing the importance of continuous learning, investing in institutional support, harnessing the power of technology, and implementing strategic policies, the nation can empower its educators to thrive in their roles. This, in turn, promises a brighter future for higher education, better-prepared graduates, and a stronger national economy.

Exploring the geographies of transnational higher education in China

AbstractThis paper contributes to debates about the globalisation of higher education by providing a pioneering geographical exploration of Chinese–foreign cooperation in running transnational higher education, or TNHE, programs. Departing from widespread neoliberal and postcolonial critiques of TNHE, which tend to emphasise liberal market forces and Anglo‐American hegemony in the circulation of academic knowledge, our study examines how the Chinese state’s developmental targets, strategic policies, and political–ideological considerations have shaped the evolutionary trajectory, geographical distribution, and cross‐border connections of China’s TNHE programs. We demonstrate that the place‐based development of TNHE is mediated by governments’ interventionist policies and embedded in existing higher education regimes, especially in the context of East Asian developmental states. By maintaining a higher education system dominated by public universities and by being the ultimate examination and approval authority, the Chinese government both determines the status of TNHE in the national higher education system, constrains the typologies and sources of knowledge flows, and shapes the national landscape of TNHE development. The territorial geographies of TNHE thus reflect complicated interactions between the state and the market, the global and the local, and economic and political/cultural forces.