Teaching Styles and Occupational Stress among Chinese University Faculty Members

2007 ◽  
Vol 27 (6) ◽  
pp. 823-841 ◽  
Author(s):  
Li‐fang Zhang
Keyword(s):  
Occupational Stress ◽  
Teaching Styles ◽  
Faculty Members ◽  
University Faculty ◽  
Chinese University

Chinese university faculty members' visiting experience and professional growth in American universities

2020 ◽  
Vol 48 (5) ◽  
pp. 1-13
Author(s):  
Jie Hu ◽  
Kezheng Chen ◽  
Dongfang Liu
Keyword(s):  
Professional Growth ◽  
The United States ◽  
Academic Community ◽  
Faculty Members ◽  
University Faculty ◽  
Academic Experience ◽  
American Universities ◽  
Chinese University ◽  
The Arts ◽  
Visiting Scholars

We empirically investigated Chinese university faculty members' visiting experience and professional growth in American universities. The major data source was qualitative semistructured interviews with 30 Chinese faculty members in the arts, engineering, natural sciences, and social sciences disciplines. The results showed that, despite challenges in preparation, language, and different academic cultures, Chinese visiting scholars were capable of navigating their host programs and achieving professional growth as they moved from peripheral to central participation in their academic community. We also critically discussed how Chinese visiting scholars' academic experience in the United States can be improved, and cast light on the globalization of higher education.

Meritocracy and the Making of the Chinese Academe, 1912–1952

2020 ◽  
Vol 244 ◽  
pp. 942-968
Author(s):  
Bamboo Yunzhu Ren ◽  
Chen Liang ◽  
James Z. Lee
Keyword(s):  
University Student ◽  
Faculty Members ◽  
University Faculty ◽  
Republic Of China ◽  
Japanese University ◽  
Chinese University ◽  
The Social ◽  
The Republic ◽  
The Pearl River ◽  
Almost All

AbstractThis article takes advantage of three new big historical datasets to identify four salient features of the Chinese academe during the Republic of China. First, it was highly international in terms of training. Second, the proportion of female students was unexpectedly large. Third, there was a heavy emphasis on STEM subjects. Finally, the social and spatial origins of China's university students and university faculty members changed from a national population of civil servant families to business and professional families largely from Jiangnan and the Pearl River Delta. The datasets are the China University Student Dataset – Republic of China, which includes almost half of all students to graduate from a Chinese university during the first half of the 20th century; the China University Student Dataset – Overseas, which includes the vast majority of all Chinese students to graduate from a North American, European or Japanese university during this same period; and the China University Employee Dataset, which includes almost all university faculty members in China, 1941–1950.

scholarly journals Sustaining Faculty Development through Visiting Scholar Programmes: A Transformative Learning Perspective

2022 ◽  
Vol 14 (1) ◽  
pp. 525
Author(s):  
Xiantong Zhao ◽  
Xu Liu
Keyword(s):  
Transformative Learning ◽  
Intercultural Communication ◽  
International Experience ◽  
Faculty Members ◽  
University Faculty ◽  
Transformative Learning Theory ◽  
Travel Experience ◽  
Chinese University ◽  
The World ◽  
Key Concepts

International academic visits by university faculty members are common around the world. While most researchers approach such an international experience in terms of intercultural communication and acculturation, in this study we view the travel experience as a learning opportunity in light of Mezirow’s transformative learning theory (TLT). Drawing on Singleton’s ‘3H model’ (head-heart-hands), we find that the outcomes of transformative learning (TL) are related to cognitive, affective and behavioral domains, the prevalence of which were then explored among 314 visiting scholars. The results are further interpreted by drawing on key concepts from TLT to better understand the learning process. We conclude that the international experience is beneficial for scholars’ sustainable development, and call for more study abroad opportunities for Chinese university faculty.

Selected Personnel Policies for Faculty Members: An Empirical Analysis

1986 ◽  
Vol 15 (3) ◽  
pp. 345-350 ◽  
Author(s):  
John R. Tanner
Keyword(s):  
Performance Appraisal ◽  
Empirical Analysis ◽  
Colleges And Universities ◽  
Faculty Members ◽  
University Faculty ◽  
Job Evaluation ◽  
Evaluation Systems ◽  
Policies And Procedures ◽  
Personnel Policies ◽  
Made In

There are few who would disagree with the fact that sound personnel policies are important to any organization. This would include personnel policies and procedures for university faculty members as well as members of other organizations. This study was designed to analyze any change which had occurred in faculty personnel policies in selected southeastern and midwestern universities from 1972–73. Significant improvements were made in the areas of performance appraisal procedures, promotion systems, the use of position descriptions, and job evaluation systems. This is an encouraging trend in colleges and universities, and one that will hopefully continue to improve.

Associations between Prior Disability-Focused Training and Disability-Related Attitudes and Perceptions among University Faculty

2009 ◽  
Vol 32 (2) ◽  
pp. 87-100 ◽  
Author(s):  
Christopher Murray ◽  
Allison Lombardi ◽  
Carol T. Wren ◽  
Christopher Keys
Keyword(s):  
Faculty Attitudes ◽  
Faculty Members ◽  
University Faculty ◽  
Full Time ◽  
Prior Training ◽  
Students With Learning Disabilities ◽  
Positive Attitudes ◽  
Students With Ld ◽  
The Relationship ◽  
Time Faculty

This investigation examined the relationship between prior disability-focused training and university faculty members' attitudes towards students with learning disabilities (LD). A survey containing items designed to measure faculty attitudes was sent to all full-time faculty at one university. Analyses of 198 responses indicated that faculty who had received some form of disability-focused training scored higher on factors pertaining to Willingness to Provide Exam Accommodations, Fairness and Sensitivity, General Knowledge About LD, Willingness to Personally Invest in Students with LD, and personal actions, such as Inviting Disclosure and Providing Accommodations, and lower scores on negatively valenced factors than did faculty who had not received prior training. Faculty who had previously attended disability-related workshops and courses reported the most positive attitudes, followed by faculty who had participated in “other” forms of training (i.e., reading books and articles or visiting websites) and faculty who had received no prior training. The total number of types of training experienced and time spent engaged in training was predictive of faculty attitudes as well as faculty-reported satisfaction with prior training. Implications of the findings are discussed.

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