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This book examines the ways in which China’s universities have changed in the dramatic move to a mass stage which has unfolded since the late 1990s. Twelve universities in different regions of the country are portrayed through the eyes of their students, faculty and leaders. The book begins with the national level policy process around the move to mass higher education. This is followed by an analysis of the views of 2,300 students on the 12 campuses about how the changes have affected their learning experiences and civil society involvement. The 12 portraits in the next section are of three comprehensive universities, three education-related universities, three science and technology universities, and three newly emerging private universities. The final chapter sketches the contours of an emerging Chinese model of the university, and explores its connections to China’s longstanding scholarly traditions
This book examines the ways in which China’s universities have changed in the dramatic move to a mass stage which has unfolded since the late 1990s. Twelve universities in different regions of the country are portrayed through the eyes of their students, faculty and leaders. The book begins with the national level policy process around the move to mass higher education. This is followed by an analysis of the views of 2,300 students on the 12 campuses about how the changes have affected their learning experiences and civil society involvement. The 12 portraits in the next section are of three comprehensive universities, three education-related universities, three science and technology universities, and three newly emerging private universities. The final chapter sketches the contours of an emerging Chinese model of the university, and explores its connections to China’s longstanding scholarly traditions
Cultural and spiritual resources are arguably essential to achievement of educational goals, both as economic and political initiatives and as human rights. This book addresses questions surrounding education and inter-cultural understanding in a broad global framework.
China’s rise, an increasing emphasis on international education benchmarking, and a global recognition of East Asian countries’ success in this regard have brought the issue of Chinese education to the forefront of public consciousness. In particular, the concept of a “Chinese education model” is one that has sparked debate and quickly become a major focus of education research around the world, especially in light of regional achievements vis-à-vis university rankings, bibliometric indices, the Programme for International Student Assessment (PISA), Trends in International Mathematics and Science Study (TIMSS), and other such benchmarks. Chinese Education Models in a Global Age tackles this controversial issue head on by synthesizing a diversity of analyses from a world-class team of twenty-seven authors. It reveals that Chinese education models, which are present in many different geographic and institutional contexts, have an important influence on social and institutional norms as well as individual belief systems and behaviors in China and beyond. The first of its kind, this edited volume establishes a foundation for future research while providing a nuanced and tightly integrated compilation of differing perspectives on the role and impact of Chinese education models worldwide. It is essential reading for all scholars, policymakers, students, parents, and educators interested in the rising demographic and economic influence of people of Chinese descent on education around the world.
The Comparative and International Education Society (CIES) is the oldest and largest body of its kind, and is a leader among the 44 members of the World Council of Comparative Education Societies (WCCES). This book celebrates the CIES' 60th anniversary. The Society grew out of a series of conferences in the mid-1950s. Those conferences were attended by a small group of scholars in the USA who were keen to elucidate and expand their field. Now the Society has over 2,500 individual and about 900 institutional members (mainly libraries) around the world. The book explains how the Society was constructed and internationalized. It analyzes its development trajectory, its major structural components, and the programs and curricula that it has inspired and nourished. The significance of the book is not restricted to the CIES. It will certainly interest counterparts in other WCCES constituent societies and scholars from all fields who are concerned with institutional structures and their evolution.
This book investigates the form and features of governance and the factors that shape governance in practice in private universities in China. Building on an exploration of the growth of private universities in China after the Communist Party took over the power, the study examines the specific context in China, including the role of the Communist Party, and integrates with shareholders and senior managers to achieve its governance role. It shows that two distinct forms of institutional governance have developed, namely the supervision form and the managerial form. While external policies provide an impetus for change for each university, how key actors in institutional governance understand these policies have significant effect on how the policies are implemented. This can result in change that can be viewed as either symbolic alteration or as operational change. The internal factors that act to shape institutional governance mainly relate to the different developmental stages of the private university, the characteristics of shareholders and senior managers, and the various ways the universities respond to the external policy.
The Chinese system is like no other known to man, now or in history. This book explains how the system works and where it may be moving. Drawing on Chinese and international sources, on extensive collaboration with Chinese scholars, and on the political science of state analysis, the author concludes that under the new leadership of Xi Jinping, the system of government has been transformed into a new regime radically harder and more ideological than the legacy of Deng Xiaoping. China is less strong economically and more dictatorial politically than the world has wanted to believe. By analysing the leadership of Xi Jinping, the meaning of ‘socialist market economy’, corruption, the party-state apparatus, the reach of the party, the mechanisms of repression, taxation and public services, and state-society relations, the book broadens the field of China studies, as well as the fields of political economy, comparative politics, development, and welfare state studies. ‘A new interpretation of the Chinese party-state—shows the advantage that derives from a comparative theorist looking at the Chinese system.’ —Tony Saich, Harvard University ‘This is an excellent book which asks important questions about China’s future. In a lively and persuasive manner, the author vividly analyses key data in a comparative and theoretical manner. Far and away the best introduction to how the CCP dictatorship works.’ —Edward Friedman, University of Wisconsin-Madison ‘There is no lack of scholars and pundits abroad who tell us that dictatorship in China is for the greater good. In a timely and engagingly written book, Stein Ringen systematically demolishes all the components of this claim.’ —Frank Dikötter, University of Hong Kong ‘Stein Ringen shows how the Chinese state has used both fear and material inducements to build a “controlocracy” of a size and complexity unprecedented in world history. Perfect as a dictatorship, but brutal, destructive, and wasteful. The author’s encyclopedic understanding of his topic is based on a mastery of relevant scholarship and is delivered in clear, no-nonsense prose that bows to no one. Ideal as a textbook.’ —Perry Link, University of California, Riverside ‘China is a complex country, and there is a range of reasonable interpretations of its political system. Professor Ringen’s interpretation is different than my own, but China watchers need to engage with his thought-provoking and carefully argued assessment. If current trends of repression intensify, less pessimistic analysts will need to recognise that Ringen’s analysis may have been prescient.’ —Daniel A. Bell, Tsinghua University ‘Inspirational and trenchant. Stein Ringen’s book is a must-read to understand China’s politics, economy, ideology and social control, and its adaptability and challenges under the CCP’s rule, especially in the 21st century.’ —Teng Biao, Harvard Law School and New York University ‘Stein Ringen’s insights as a prominent political scientist enable a powerful examination of the Chinese state in a penetrating analysis that reaches strong conclusions which some will see as controversial. The book is scholarly, objective, and free from ideological partiality or insider bias. Whether one ultimately wishes to challenge or embrace his findings, the book should be read.’ —Lina Song, University of Nottingham Click on these links for more information: Blog: https://thechinesestate.com/ Facebook: https://www.facebook.com/stein.ringen.7/about
Canada was one of the first Western countries to sign an agreement to provide development aid to China in 1983, and the Canadian International Development Agency invited universities to cooperate in ways that would facilitate "the multiplication of contacts at the thinking level." In Canadian Universities in China’s Transformation, leading scholars from Canadian and Chinese universities elaborate on the historical experience of collaboration in areas as different as environmental science, marine science, engineering, management, law, agriculture, medicine, education, minority cultures, and women’s studies. Contributors use theoretical frames such as dependency theory, human capital, the knowledge economy, and Habermas’s theory of communicative action, to facilitate a striking dialogue between Canadian and Chinese perspectives on common questions. They provide insights into factors that ensured the long-term success of some partnerships, as well as barriers that hindered others, and vivid lessons for current collaboration. Case studies include a project that began with the training of Chinese judges developing into reciprocal programs in legal education in China, Canada, and Latin America, and an examination of how joint environmental research has had policy impacts at national and international levels. Presenting the story of universities working together in the era after the Cultural Revolution, Canadian Universities in China’s Transformation is a unique account of partnerships in knowledge production and application and their resulting impacts.
In spite of the increasing attention attributed to the rise in prominence of the BRICS (Brazil, Russia, India, China and South Africa) countries, few studies have looked at the ways in which broader social expectations with respect to the role of higher education across the BRICS have changed, or not, in recent years. Our point of departure is that, contrary to the conventional wisdom focusing on functionalistic perspectives, higher education systems are not just designed by governments to fulfill certain functions, but have a tendency for evolving in a rather unpredictable fashion as a result of the complex interplay between a number of internal and external factors. In reality, national higher education systems develop and change according to a complex process that encompasses the expectations of governmental agencies, markets, the aspirations of the population for the benefits of education, the specific institutional traditions and cultures of higher education institutions, and, increasingly so, the interests and strategies of the private firms entering and offering services in the higher education market. This basically means that it is of outmost importance to move away from conceiving of "universities" or "higher education" as single, monolithic actors or sector. One way of doing this is by investigating a selected number of distinct, but nonetheless interrelated factors or drivers, which, taken together, help determine the nature and scope of the social compact between higher education (its core actors and institutions) and society at large (government, industry, local communities, professional associations).
In Liberal Arts Education in a Changing Society: A New Perspective on Chinese Higher Education You Guo Jiang, S. J. provides a unique focus on the re-emergence of liberal arts education in China. This is the first book that explores in depth the development of liberal arts education in China. Through the extensive use of first hand materials relating to the liberal arts and current viewpoints of Chinese scholars and higher education leaders, Jiang concludes that China must implement a good liberal arts education program to form responsible global citizens.