Enhancing university teaching has become a focus of higher education reform policies on the Chinese mainland. Facilitating teacher collaboration within teacher communities is perceived to be an effective way of enhancing teaching quality. Using qualitative methods, we conducted in-depth interviews at a sample university (H) which is a regional university operated and financially supported by the regional government. Twenty academics in four separate departments (Management, Information Technology, Education, and Physics) were interviewed. First, we found that University H had arranged joint enterprises, that a standardized repertoire was used, and that detailed controls were exercised over teaching performance. Second, we also found that the rationale of patriarchal governance was hindering the development of a community of practice. Third, young teachers were employing a strategy of passive resistance to the arranged collaboration.
Teacher Collaboration as a Mediator for Strategic Leadership and Teaching Quality