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

Abstract

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.

Homeland Integration

“…Entering globalizing times, the Chinese higher education system is “playing an increasingly important role in China’s knowledge economy and therefore in the global knowledge society” (Chen, 2012, p. 101). Some Chinese universities have speeded up their internationalization by establishing more joint projects with their international partners, sending more scholars overseas and receiving more overseas students.…”

Best Practices of Higher Education Institutions (HEIs) for the Development of Research Culture in the Philippines

“…Research is another major function of HEIs where faculty members are expected to produce knowledge which are beneficial to the institution and national development. Like in the case of China, Chen (2012) discussed in her study that Chinese higher education system has transformed its function from knowledge dissemination and training personnel to knowledge production and transfer. Chinese universities contribute knowledge through research output and knowledge transfer, which are usually measured by research and development activities and output.…”

Uma Análise do Sistema de Ensino Superior Chinês (1949-2019)

“…Com o tempo, o país foi gradualmente transformado de uma economia planejada centralmente para uma economia orientada para o mercado. A partir desse momento, há uma mudança de propósito das universidades chinesas, ou seja, as universidades deixam de ter um propósito do conhecimento como um fim em si mesmo, para ter um propósito de desenvolvimento funcional e técnico da sociedade (Chen, 2012;Li, 2017).…”