University Foundations and Philanthropic Fundraising in Chinese Higher Education: a Promising Trend with Challenges

2020 ◽  
Vol 9 (1) ◽  
pp. 47-67
Author(s):  
Hongmei Sziegat ◽  
Chengwen Hong
Keyword(s):  
Higher Education ◽  
Global Perspective ◽  
Chinese Higher Education ◽  
Chinese Universities ◽  
Promising Trend ◽  
Fundraising Strategies ◽  
Relevant Reference ◽  
General Guidance

Abstract This study overviews policies and practice of philanthropic fundraising in Chinese universities with a focus on university foundations. It briefly reviews the theoretical dimensions of philanthropic fundraising in higher education from a global perspective and university philanthropic fundraising models as well as their applications in Chinese universities. It shows the important role of university foundations in generating philanthropic revenue in Chinese universities. By identifying challenges and the general trends, it explores strategies for sustainable philanthropic fundraising for Chinese universities, which may provide stakeholders with a helpful and relevant reference to promote philanthropic fundraising of Chinese universities. It also gives a general guidance of philanthropic fundraising strategies for Chinese universities.

scholarly journals Measurement and Analysis of learning Engagement of South-Asian Students in Chinese Universities 南亚国家来华留学生个体学习性投入的测量与分析

2020 ◽  
Vol 10 (S(1)) ◽  
pp. 63-72
Author(s):  
Lan Yu ◽  
Shucheng Zhu
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
South Asian ◽  
Reliability And Validity ◽  
Chinese Higher Education ◽  
Asian Students ◽  
Learning Engagement ◽  
Chinese Universities ◽  
Four Dimensions

International students’ learning experiences and learning outcomes in intercultural contexts are important topics in higher education internationalization. This study focused on South-Asian students studying at Chinese universities. To assess the participants’ academic engagement during their study at Chinese universities, the Individual South-Asian Student Engagement Questionnaire was developed. Through the use of exploratory factor analysis and correlation analysis on a sample of 193 South-Asian students in China, the research confirmed the reliability and validity of the instrument. Four dimensions, i.e. learning motivation, learning behaviors, learning strategies and learning outcomes, as well as the interactions between the four dimensions, were suggested to understand the features of South-Asian students’ learning engagement during their studies in Chinese higher education institutions. 国际学生在跨文化情境下的学习体验与收获是高等教育国际化研究领域的重要议题。本研究选取具有区域性、国别化特征的南亚国家来华留学生为研究对象，通过实施来华留学生个体学习性投入调查收集数据，采用统计学分析检验该测量工具的信效度，同时呈现南亚留学生在学习动机、学习行为、学习策略和学业成就四个维度的关键性表征及其互动关系。

scholarly journals Chinese Higher Education: The role of the economy and Projects 211/985 for system expansion

2020 ◽  
Vol 28 (109) ◽  
pp. 885-908
Author(s):  
Danilo de Melo Costa ◽  
Qiang Zha
Keyword(s):  
Higher Education ◽  
Economic Growth ◽  
Qualitative Research ◽  
Student Leadership ◽  
Chinese Higher Education ◽  
Chinese Government ◽  
System Expansion ◽  
The World

Abstract China has experienced a significant economic growth in recent years. In addition, the country has also built the largest system of Higher Education in the world. However, was the economy that stimulated the advancement of Higher Education? Or was Higher Education that stimulated the advancement of the economy? To answer these questions, this research aimed to understand the role of economy and Projects 211 and 985 for the expansion of Chinese Higher Education. For that, an exploratory and qualitative research was developed, based on interviews with Chinese government managers and questionnaires applied to professors/specialists and to a student leadership. The results showed that investments in Higher Education were preponderant for the country’s economic growth, which was representative from a quantitative perspective. However, also aiming at qualitative growth, projects 211 and 985 were created, allocating a significant amount of resources to the selected institutions. Such positioning makes China an example of benchmarking for other countries that wish to progress economically and intellectually.

Chinese Universities and the Market for Ideas

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Ning Wang
Keyword(s):  
Higher Education ◽  
College Enrollment ◽  
University Presidents ◽  
Graduate Training ◽  
Chinese Higher Education ◽  
Chinese Universities ◽  
The World ◽  
Post Graduate Training ◽  
Training Research ◽  
Bright Side

AbstractThis paper examines China’s ongoing revolution in higher education. On the bright side, Chinese higher education has enjoyed four decades of remarkable expansion, as measured by college enrollment, post-graduate training, research capacities and various global rankings. In 2007, China’s higher education has become the largest in the world in terms of student enrollment. Yet, after decades of economic liberalization and marketization, Chinese higher education is one of the few areas that remain monopolized by the state. Despite extraordinary progresses Chinese universities have recently made, they have been repeatedly criticized by many insiders (university presidents, college deans, professors, as well as students and their parents) for the lack of academic freedom. It remains to be seen whether China’s universities can transform themselves from an institution of higher education to a home of liberal learning and innovation.

Contributing knowledge and knowledge workers: the role of Chinese universities in the knowledge economy

2012 ◽  
Author(s):  
Shuang-Ye Chen
Keyword(s):  
Knowledge Economy ◽  
Knowledge Workers ◽  
Knowledge Society ◽  
Chinese Higher Education ◽  
Global Knowledge ◽  
Chinese Universities ◽  
Higher Education System ◽  
Economic Significance ◽  
Changing Role

As China has appeared only recently as an important knowledge producer with growing global economic significance, little is known internationally about how these processes develop and are managed within China. The rapidly expanding Chinese higher education system is playing an increasingly important role in China's knowledge economy and therefore in the global knowledge society. This paper reviews historically the changing role of Chinese universities from the planned economy to the knowledge economy, analyses their contribution of knowledge and knowledge workers, and critically reflects on the mechanisms driving or confining their future contribution to the knowledge economy.

scholarly journals Role Change of Postgraduates in China's Education System

2021 ◽  
Vol 2 (3) ◽  
Author(s):  
Chaoyang Lu ◽  
Zhiping Zhang ◽  
Danping Jiang ◽  
Yanyan Jing ◽  
Yameng Li ◽  
...  
Keyword(s):  
Higher Education ◽  
Technological Development ◽  
Rapid Development ◽  
Postgraduate Education ◽  
Chinese Higher Education ◽  
Learning Method ◽  
Public Attention ◽  
Role Change ◽  
Changing Role

With the rapid development of Chinese higher education, postgraduate education has gradually gained public attention. As senior professional and technical talents, postgraduates are the main force of the country's cutting edge technological development. Compared to undergraduates, the study objectives of postgraduates have changed considerably, it is thus important that the learning method should also change correspondingly. Higher postgraduate education should therefore guide postgraduates to change their roles successfully. This study elaborates on why and how postgraduates can change their role, what postgraduates should do, future opportunities, and so on. The result of the study has great significance for the changing role of postgraduates in China's educational system.

scholarly journals Discursive Marketisation Through Positive Evaluation: A Diachronic Analysis of About Us Texts of Top-Tier Chinese Universities Over the Past Two Decades

2021 ◽  
Vol 12 ◽  
Author(s):  
Lihua Xu ◽  
Chaoqun Xie ◽  
Jun Lei
Keyword(s):  
Higher Education ◽  
Chinese Higher Education ◽  
Linguistic Features ◽  
Chinese Universities ◽  
Higher Education System ◽  
Time Points ◽  
Fine Grained ◽  
The Past ◽  
Select Group ◽  
Promotional Strategies

This study explored the marketisation process of top-tier Chinese universities by scrutinising their self-promotional strategies over the past two decades. Drawing on Martin and White’s (2005) Appraisal framework, we identified all attitudinal markers in the About Us texts posted by 35 top-tier Chinese universities on their official websites at two time-points: the turn of the century and the year of 2021. The 35 universities were drawn from China’s “Double First Class” Initiative that prioritises the development of a select group of elite universities in China. Close textual analyses focussing on the attitudinal markers with reference to their contexts were conducted to identify the themes evaluated in the About Us texts; Wilcoxon signed-rank tests were run to quantitatively compare the relative frequencies of the attitudinal markers between the two phases, which was then supplemented by diachronic qualitative comparisons on the fine-grained linguistic features surrounding the markers. The study identified seven major themes positively appraised by the universities at both time-points. It also revealed diachronic differences in the use of attitudinal markers, reflecting a mediated change of promotional strategies over the past 20 years or so in the Chinese higher education context. These findings point to the influence of market, government, and tradition on Chinese top-tier universities’ promoting strategies and the role of social cognition in shaping student choice. They also suggest the emergence of a higher education system with Chinese characteristics that features a reconciliation of market and government forces.

scholarly journals False Anticipation and Misfits in a Cross-Cultural Setting: International Scholars Working in Chinese Universities

2020 ◽  
pp. 102831532097603
Author(s):  
Jiexiu Chen ◽  
Junwen Zhu
Keyword(s):  
Higher Education ◽  
Rapid Development ◽  
Cross Cultural ◽  
Chinese Higher Education ◽  
Subjective Experiences ◽  
Chinese Universities ◽  
Cultural Encounters ◽  
Academic Context ◽  
Cultural Setting ◽  
Depth Interviews

As the rapid development of internationalization in Chinese higher education, the number and scale of international scholars working in China has significantly increased. However, few studies have focused on international scholars’ cross-cultural encounters in the Chinese academic context. Based on 21 in-depth interviews, this article investigates international scholars’ subjective experiences in a cross-cultural setting through Bourdieu’s conceptual lens. After presenting an overview of participants’ major motivations for working in China, we find their vague and idealistic expectations engendered “false anticipation” of their possible career future in China, which left some of them unprepared to experience a sense of misfit when entering the new field of Chinese academia. Moreover, we identify the dual habitus–field disjunctures emerging from participants’ perceptions of misfit in the cross-cultural scenario, namely explicit disjuncture and implicit disjuncture, which reveal the underlying reasons for mismatch between international scholars’ previously generated habitus and the new field of Chinese universities.

scholarly journals Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective

2020 ◽  
Author(s):  
Aleksander Aristovnik ◽  
Damijana Keržič ◽  
Dejan Ravšelj ◽  
Nina Tomaževič ◽  
Lan Umek
Keyword(s):  
Higher Education ◽  
Public Relations ◽  
Large Scale ◽  
Global Perspective ◽  
Living Standard ◽  
Teaching Staff ◽  
Professional Career ◽  
Part Time ◽  
Male Part

The paper aims to present the most comprehensive and large-scale study to date of students’ perceived impacts of COVID-19 crisis on different aspects of their lives on a global level. The study with a sample of 30,383 students from 62 countries reveals that due to worldwide lockdown and transition to online learning students were most satisfied with the support of teaching staff and universities’ public relations. Nevertheless, a lack of computer skills and the perception of increased workload prevented them from perceiving higher performance in a new teaching environment. Students were mainly concerned about their future professional career and studying issues, and were feeling boredom, anxiety and frustration. The pandemic encouraged some hygienic behaviors (i.e. wearing masks, washing hands) and discouraged certain daily habits (i.e. leaving home, shaking hands). Students were also more satisfied with the role of hospitals and universities during the epidemic, compared to government and banks. Further findings demonstrate that students with selected sociodemographic characteristics (male, part-time, first level, applied sciences, lower living standard, from Africa or Asia) were, in general, more strongly affected by the pandemic as they were significantly less satisfied with their academic work/life. Key factors influencing students' satisfaction with the role of university have also been identified. Policymakers and higher education institutions worldwide may benefit from these findings when formulating policy recommendations and tactics on how to support students during the pandemic.

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