The rebirth of the Chinese higher education: analysis of higher education policies from the economic reform to date

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Wangqian Fu ◽  
Frank Okai Larbi
Keyword(s):  
Higher Education ◽  
Cultural Revolution ◽  
Document Analysis ◽  
Structured Interview ◽  
Chinese Higher Education ◽  
Education Policies ◽  
Content Type ◽  
Higher Education Policies ◽  
Global Impacts ◽  
World Class

PurposeThere have been regular policy enactment and dynamism to ensure progress and sustainability in the development of higher education (HE) in China after the Cultural Revolution. This study was purposed to reveal the processes of the Chinese higher education (CHE) development through series of policy implementations from the epoch of economic reformation and opening-up policy.Design/methodology/approachThe authors employed document analysis, and selected and critically analyzed documents that include published articles and books, the official website of the Chinese Ministry of Education, and historical documentaries of the Chinese Cultural Revolution and their HE aftermath. Again, a semi-structured interview was utilized with a sample size of 20 academics vested in the CHE history. Five academics from four universities in China were interviewed to analyze the historical events of the CHE transformation and current policies about the CHE development.FindingsThe authors established that enrollment in the CHE has increased since the economic reformation; there has been the enhancement of the CHE internationalization in recent decades and the emergence of world-class universities and programs in the CHE as a result of the world class policies and projects. For consistency of the innovative programs toward HE development, the authors have posited some challenges, future goals and the global impacts of the CHE development and its sustainability.Originality/valueThe utilization of document analysis cements the claims by the interviewees, which enriches the value of the results. This study would provide literature guidance to international researchers to critically concoct theoretical assumptions from the findings to critically investigate the developmental policy pattern of HE institutions.

A Comparison of China’s “Ivy League” to Other Peer Groupings Through Global University Rankings

2017 ◽  
Vol 21 (5) ◽  
pp. 395-411 ◽  
Author(s):  
Ryan M. Allen
Keyword(s):  
Higher Education ◽  
The United States ◽  
University Rankings ◽  
Education Policies ◽  
Ivy League ◽  
Chinese Universities ◽  
The United Kingdom ◽  
Higher Education Policies ◽  
Global University ◽  
World Class

This article analyzes the People’s Republic of China’s elite-making higher education policies that began in the early 1990s, notably with the 211 Project and then 985 Project, which led to the formation of the C9 League, a group of nine leading institution’s dubbed China’s “Ivy League.” This elite grouping is compared with other Chinese universities in terms of global rankings from 2003 to 2015 to ascertain the separation by these top tiered institutions. Furthermore, the C9 League will be compared with other global elite coalitions in the United States, Canada, Australia, and the United Kingdom over the same period. University rankings, despite considerable criticism, have provided the Chinese leadership with key benchmarks for their vision of world-class higher education. This article finds that the C9 League has made some separation from other Chinese universities and has also caught up with its Western peers (notably passing Canada’s U15) in terms of international rankings.

Validating a scale for measuring teachers’ expectations about generic competences in higher education

2019 ◽  
Vol 11 (3) ◽  
pp. 439-451
Author(s):  
Rocio Serrano ◽  
Washington Macias ◽  
Katia Rodriguez ◽  
María Isabel Amor
Keyword(s):  
Higher Education ◽  
Latin America ◽  
Latin American ◽  
Measurement Model ◽  
Education Policies ◽  
Content Type ◽  
University Teachers ◽  
International Scope ◽  
Higher Education Policies ◽  
Generic Competences

Purpose The purpose of this paper is to develop and validate a questionnaire to assess the expectations of university teachers about the importance of generic competences in Higher Education Institutions of Ecuador (E-DUC, acronym in Spanish), based on the competences typology from the Tuning Latin America Project. Design/methodology/approach A questionnaire with Likert scales was administered to 458 university teachers from seven universities in Ecuador. Exploratory and confirmatory analyzes have been carried out to validate the theoretical model. Findings After the validation process, four groups of generic competences were confirmed and the measurement model showed high levels of reliability, as well as content and construct validity. Research limitations/implications Since tuning project has an international scope, the research could be replicated in other Latin American countries for comparability purposes regarding teachers’ perceived importance of generic competences in teaching activity. In addition, further research can relate teachers’ expectations with teaching performance and other constructs, based on a broad theoretical framework. Practical implications These technical characteristics allow the use of E-DUC as an instrument to measure the expectations of teachers on the general competences that are worked on in higher education in Ecuador. Data about these perceptions are useful for the design of teachers’ training programs, curriculum reforms and other higher education policies. Originality/value It is the first research carried out in Ecuador and Latin America in order to validate a scale for measuring the expectations of teachers about the importance of the generic competences proposed in the Tuning Latin America Project.

The policy influence on the development of entrepreneurship in higher education

2018 ◽  
Vol 60 (7/8) ◽  
pp. 656-673 ◽  
Author(s):  
Gustav Hägg ◽  
Tobias Schölin
Keyword(s):  
Higher Education ◽  
Discourse Analysis ◽  
Design Methodology ◽  
Problem Definition ◽  
Current Understanding ◽  
Education Policies ◽  
Content Type ◽  
Course Of Action ◽  
Higher Education Policies ◽  
Neoliberal Development

Purpose The purpose of this paper is to describe and analyze the foundation of higher education policies that have promoted entrepreneurship in Sweden since the mid-1990s. Design/methodology/approach To do this, the authors use Bacchi’s (1999) “What’s the problem?” approach. A central assumption of which is that perceptions of a problem affect how its solution looks. Bacchi’s approach is described as a type of discourse analysis. Findings The authors show that problem definition within policies regarding the role and importance of entrepreneurship within higher education has explicitly been directed toward equipping individuals to develop action-orientated skills in the field of entrepreneurship. The equipment of action-oriented skills has implicitly been directed to individuals’ personal initiatives to meet explicit social and collective problems, fueling a neoliberal development and fostering an enterprising culture. The authors also show how policy creates a discourse, which may be characterized as “useful, unreflective citizens.” Research limitations/implications The study addresses the implicit steering that is being exercised through policies. This steering needs to be questioned and problematized in order to avoid blindly following the implied course of action. Originality/value The study contributes to current understanding of how entrepreneurship in higher education is both governed explicitly and implicitly, by policy, through the creation of new norms in society.

scholarly journals Balancing between accountability and autonomy: the impact and relevance of public steering mechanisms within higher education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Tomi J. Kallio ◽  
Kirsi-Mari Kallio ◽  
Mira Huusko ◽  
Riitta Pyykkö ◽  
Jussi Kivistö
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Institutional Autonomy ◽  
University Autonomy ◽  
Education Policies ◽  
Content Type ◽  
Higher Education Policies ◽  
Steering Mechanism ◽  
Key Aspects ◽  
The Impact

PurposeThis article studies the tensions between universities' accountability and autonomy in response to the demands of public steering mechanisms coordinating higher education institutions.Design/methodology/approachDemonstrating the tension between accountability and autonomy, the impact and relevance of public steering mechanisms coordinating higher education are studied via a survey with selected representative Finnish universities. The response rate was an exceptionally high 94%. In addition to the statistical analysis of the survey, open-ended questions were also analyzed to give a more in-depth understanding of the findings. The study uses paradox theory and institutional complexity as its theoretical lenses.FindingsThe empirical analysis of this study shows a considerable gap between the experienced impact and the experienced relevance of the steering mechanisms in higher education. The authors’ further analysis of the open-ended data shows that indicator-based funding allocation has undermined the perceived university autonomy. The authors highlight the paradoxical tensions of university autonomy and higher education institutions' steering mechanisms' requirement for accountability. Finding an acceptable balance between accountability and institutional autonomy plays an important role in designing higher education policies.Originality/valueThe authors found that even if a steering mechanism is experienced as impactful, it is not necessarily considered relevant. One of the key aspects in understanding the reasons behind this mismatch is related to university autonomy. Most impactful steering mechanisms become considered less relevant because they also endanger institutional autonomy. In this sense, it could be expected that steering mechanisms should better balance accountability and autonomy.

Preventing overeducation and graduate surplus

2019 ◽  
Vol 8 (4) ◽  
pp. 523-535 ◽  
Author(s):  
Nader Habibi
Keyword(s):  
Higher Education ◽  
Hong Kong ◽  
Middle Eastern ◽  
Valuable Insight ◽  
University Graduates ◽  
Education Policies ◽  
Market Outcomes ◽  
Content Type ◽  
Higher Education Policies ◽  
Academic Publications

Purpose Most Middle Eastern countries suffer from high rates of unemployment and underemployment among university graduates. This condition is known as overeducation and it is observed in many countries around the world. Two countries, Singapore and Hong Kong, have been able to prevent overeducation. The purpose of this paper is to identify political and institutional factors that have allowed these two countries to succeed. Design/methodology/approach The author has relied on published government documents, online short articles and academic publications to collect evidence on higher education policies in Hong Kong and Singapore. The author has also received some valuable insight by e-mail communication with scholars and some government institutions in these countries. In addition, the author has generated tables and charts based on official government statistics from both countries to show the trends in higher education and the labor market outcomes for university graduates. Findings First, in Singapore and Hong Kong, the labor ministry and the private sector industries are able to influence the higher education enrollment policy based on economic demand for skilled labor. Second, in both countries, the political leadership is committed to preventing graduate surplus and has enough political strength to resist populist pressures for increasing the enrollment into higher education. Third, both countries have been able to direct a large number of high school graduates to vocational and two-year associate degrees. Originality/value Overeducation is a very costly and undesirable outcome that leads to a large amount of wasted investment in human capital. It is very valuable for developing countries to learn about policies that have been successfully used by Singapore and Hong Kong to prevent overeducation because the same policies can be used in the affected countries.

Students’ Sense Making of Higher Education Policies During the Vertical Transfer Process

2021 ◽  
pp. 000283122110030
Author(s):  
Lauren Schudde ◽  
Huriya Jabbar ◽  
Eliza Epstein ◽  
Elif Yucel
Keyword(s):  
Higher Education ◽  
College Students ◽  
Community College ◽  
Qualitative Data ◽  
Sense Making ◽  
Education Policies ◽  
Vertical Transfer ◽  
Higher Education Policies ◽  
State Transfer ◽  
Subsequent Behavior

More than a third of students enter higher education at a community college; most aim to earn a baccalaureate. Drawing on sense-making theory and longitudinal qualitative data, we examined how community college students interpret state transfer policies and how their interpretations influence subsequent behavior. Data from 3 years of interviews revealed how students adjudicate between multiple intersecting policies. The higher education context, where institutions provided competing signals about policies, left students to navigate complex messages to achieve their transfer goals. Students’ approaches to understanding transfer policies primarily followed one of two patterns: adopting policy signals as step-by-step procedures or adapting and combining policy signals to create a customized transfer pathway. Both approaches had important implications for students’ transfer outcomes.

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