How far has the state ‘stepped back’: an exploratory study of the changing governance of higher education in China (1978–2018)

Han, Shuangmiao; Xu, Xin

doi:10.1007/s10734-019-00378-4

Cited by 72 publications

(35 citation statements)

References 37 publications

(32 reference statements)

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“…Evaluating and surveying HEIs' quality and reputation are highly useful as well to know their opinions concerning the weighting to assign to indicators for international comparative evaluations. Similar studies with this finding include (Astin & Solmon, 2012;Fayolle & Redford, 2014;Han & Xu, 2019;Jöns & Hoyler, 2013;Khamala, Makori, & Njiraine, 2018;Mukhwana et al, 2016;Muñoz-Suárez et al, 2020).…”

Section: Ranking Discrepancies and Resemblancessupporting

confidence: 62%

SEM Model Analysis on the Effect of Antecedents of the University of Nairobi and Jiangsu University’s Academic Quality within the Higher Education Institutions

Thige¹,

Li²,

William³

et al. 2021

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This study is guided specific errand on a dissimilar dataset as in previous study but integrated in way of objective and approach. The study harmonizes the structural estimations concocted in previous studies concerning the impact, relations and associations of and/or amid the five main parameters to and/or amid the academic quality while addressing assortments of micro but different objectives under this errand. Since the previous studies aimed at explicating the comparative significance, directions and correlational characteristics of UJS & UON's, the current study as partly an extrapolation for this: 1) does robustness diagnostics for the impacts and directions identified towards academic quality in previous study as well as affirming the consistency of the result; 2) innovatively implicates anew objective of the study when the paired homologous structural departments are implicated into the mediation and moderation relation effects, and how the integrative change the academic quality of their respective universities; 3) thirdly, the study integrates into new objective when their inter-correlational and analogous comparison is made to identify their temporal similarities and differences while addressing the gap and variance for academic development policy formulation.

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Section: Ranking Discrepancies and Resemblancessupporting

confidence: 62%

SEM Model Analysis on the Effect of Antecedents of the University of Nairobi and Jiangsu University’s Academic Quality within the Higher Education Institutions

Thige¹,

Li²,

William³

et al. 2021

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“…Grown from a long tradition of totalitarian instrumentalism, China's state government remains an essential authority in educational systems. At the same time, it relinquishes from direct supervision of IHE, providing universities and the private sector with high levels of autonomy within set boundaries (Han and Xu 2019;Yang et al 2007;Zha 2012). These various stakeholders are still far from striking a balance, yet due to its size and influence, China's IHE is a global player worthy of attention.…”

Section: Introduction (Hejia Wang)mentioning

confidence: 99%

China’s Internationalized Higher Education During Covid-19: Collective Student Autoethnography

et al. 2020

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This article presents 15 autoethnographical texts detailing student experiences at Beijing Normal University in the midst of the Covid-19 pandemic. Contributions have been collected over 6 weeks between 15 February and 1 April 2020, edited by Hejia Wang (assisted by Moses Oladele Ogunniran and Yingying Huang), and supervised by Michael Peters. Through shared in-depth empirical feelings and representations from a wide variety of cultural, historical, and social contexts, the article outlines an answer to the question: How do students, connected virtually but separated physically in an internationalized university, deal with disruption brought about by the Covid-19 pandemic? Student testimonies offer reflections on Covid-19 and Chinese international education, experiences of online teaching and learning, reflections on university coping mechanisms, an account of realities and feelings related to changes in academic life, and discussions on coping strategies in Chinese international higher education. Contributors expose their individual feelings, effects, benefits, challenges, and risk management strategies. Collected at the peak of the Covid-19 pandemic, these testimonies are unable to offer systemic answers to challenges facing the whole world. However, these experiences and feelings will provide important inputs to global discussions about the future of the world, after Covid-19.

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“…This paper does not provide an account of the governance of science and universities in China (Han & Xu, 2019 ; Li & Yang, 2014 ) or explore them in terms of national culture (Marginson & Yang, 2020 ; Yang, 2020 ), large and important topics in themselves. Rather, the focus has been China’s science within global science, and the relation between the global system and national system development.…”

Section: Discussionmentioning

confidence: 99%

‘All things are in flux’: China in global science

Marginson

2021

High Educ

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Since 1990, a large and dynamic global science system has evolved, based on grass roots collaboration, and resting on the resources, infrastructure and personnel housed by national science systems. Euro-American science systems have become intensively networked in a global duopoly; and many other countries have built national science systems, including a group of large- and middle-sized countries that follow semi-autonomous trajectories based on state investment, intensive national network building, and international engagement, without integrating tightly into the global duopoly. The dual global/national approach pursued by these systems, including China, South Korea, Iran and India, is not always fully understood in papers on science. Nevertheless, China is now the number two science country in the world, the largest producer of papers and number one in parts of STEM physical sciences. The paper investigates the remarkable evolution of China’s science funding, output, discipline balance, internationalisation strategy and national and global networking. China has combined global activity and the local/national building of science in positive sum manner, on the ground of the nationally nested science system. The paper also discusses limits of the achievement, noting that while China-US relations have been instrumental in building science, a partial decoupling is occurring and the future is unclear.

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How far has the state ‘stepped back’: an exploratory study of the changing governance of higher education in China (1978–2018)

Cited by 72 publications

References 37 publications

SEM Model Analysis on the Effect of Antecedents of the University of Nairobi and Jiangsu University’s Academic Quality within the Higher Education Institutions

SEM Model Analysis on the Effect of Antecedents of the University of Nairobi and Jiangsu University’s Academic Quality within the Higher Education Institutions

China’s Internationalized Higher Education During Covid-19: Collective Student Autoethnography

‘All things are in flux’: China in global science

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