Reflections on the Social Role of Contemporary Chinese Universities in the Reform Era

Xun, Yuan

doi:10.1007/bf03396944

Cited by 6 publications

(3 citation statements)

References 16 publications

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“…It is worth noting that the era of the knowledge‐based economy has resulted in innovation becoming mainstream worldwide. With the development of society, universities have increasingly become nonnegligible forces in both scientific and technological innovation (Cai, 2010; Xun, 2012). Correspondingly, many university teachers are also engaged in research innovation.…”

Section: Introductionmentioning

confidence: 99%

The mechanism of teaching–research conflict influencing job burnout among university teachers: The roles of perceived supervisor support and psychological capital

Heng

Yang

Zou

et al. 2020

Psychology in the Schools

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This study examined the relationship between teachingresearch conflict and job burnout among university teachers and the moderating role of perceived supervisor support (PSS) and psychological capital (PsyCap) in this relationship. Using a cross-sectional design, data were collected from a convenience sample of 488 university teachers in China. Hierarchical regression analysis was performed to examine the moderating role of PSS and PsyCap in the relationship between teaching-research conflict and job burnout. The results showed that (a) teaching-research conflict was positively linked to emotional exhaustion and depersonalization but negatively linked to personal accomplishment, (b) PSS moderated the effects of teaching-research conflict on both emotional exhaustion and depersonalization but did not act as a moderator in the relationship between teachingresearch conflict and personal accomplishment, and (c) PsyCap moderated the effect of teaching-research conflict on all three dimensions of job burnout.

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Section: Introductionmentioning

confidence: 99%

The mechanism of teaching–research conflict influencing job burnout among university teachers: The roles of perceived supervisor support and psychological capital

Heng

Yang

Zou

et al. 2020

Psychology in the Schools

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“…Despite these issues and problems, academic nationalism largely contributes to the implementation of state-led initiatives such as the WCUs campaign, and to some extent, to the cohesion among Chinese academics toward achieving such a common goal. Nonetheless, heated debate on the standard and components of a WCU raised concerns over the loss of a university spirit—an independent ethos cohering the Chinese academic community to pursue the truth and serve the public good (Xun, 2012; Zha & Hayhoe, 2014).…”

Section: Academic Identity In Chinese He Contextmentioning

confidence: 99%

The China-centric era? Rethinking academic identity for sustainable higher education internationalization in China

2021

International Journal of Chinese Education

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Although recent decades have witnessed remarkable development of China’s higher education (HE) since its Open Door policy in 1978, China’s cross-border collaboration in HE has not always been smooth. The global rise of neo-nationalism in recent years, exacerbated by the COVID-19 crisis, has put international academic collaboration under grave threat. This conceptual article first conducts a critical review of China’s strategy for HE internationalization to discern its underlying rationale and what is encumbering the process. By examining the concept of academic identity through the lens of academic nationalism and academic internationalism in Chinese HE context, it is argued that the crux of China’s cross-border collaboration issue may largely lie in the imbalanced nationalist and internationalist dimensions of Chinese academic identity. The article has implications for Chinese academics to balance their identities for better global collaboration and sustainable HE internationalization amid geopolitical tensions in an era of flux.

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“…There were hot debates over what should constitute a world-class university, and how far Chinese universities are from world standing. The debates eventually revealed that Chinese universities largely lack a university spirit, i.e., an independent ethos that works to hold together an academic community in its pursuit of the truth (Xun, 2012). In the words of a Chinese university president, "the university spirit in China is really lost.…”

Section: Chinese Higher Education Is Facing a Crisismentioning

confidence: 99%

The “Beijing Consensus” and the Chinese Model of University Autonomy

Zha

Hayhoe

2014

Front Educ China

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This paper attempts to address connections between the Chinese model for development or the "Beijing Consensus" and Chinese universities. Chinese universities seem to be caught between serving governmental agendas and pursuing their own goals as an academic community. Up until recently, they had become used to following the lead of the government, which often comes with rationales and approaches featuring pragmatism and utilitarianism. Drawing on the perspectives of social embeddedness and external control of organizations in higher education, we argue that the lack of dynamism and innovation that is hindering Chinese higher education's development is largely owing to the political, social, and cultural factors prevailing in the environment in which the universities operate. Put in another way, Chinese universities are confronting a crisis, owing to the inbuilt constraints of China's development model.

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Reflections on the Social Role of Contemporary Chinese Universities in the Reform Era

Cited by 6 publications

References 16 publications

The mechanism of teaching–research conflict influencing job burnout among university teachers: The roles of perceived supervisor support and psychological capital

The mechanism of teaching–research conflict influencing job burnout among university teachers: The roles of perceived supervisor support and psychological capital

The China-centric era? Rethinking academic identity for sustainable higher education internationalization in China

The “Beijing Consensus” and the Chinese Model of University Autonomy

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