A world-class university in China? The case of Tsinghua

Higher education, an integral part of China’s nation-building project, is a critical element in China’s strategic policy initiative of building national strength through science and education. One way to achieve this goal is to develop a higher education system of international stature. Perhaps more than any other country, through national programs such as 211 and 985, China has been explicit in selecting its best universities for intensive investment, with the expressed aim of making them world-class within coming decades, and contributing more to overall R&D and scientific development. Analysing how these top-tier universities in China are reaching for the gold standard, and using Tsinghua University as an example, this article examines the role of higher education in China’s rise and how Chinese universities are responding to the drive for innovation, against a background of globalisation and internationalisation. It analyses the experience of Tsinghua, a Chinese flagship university, sometimes dubbed ‘China’s MIT’, through an in-depth case study in an international context, seeking to answer the question of how far Tinsghua embodies the qualities of a world-class university.     

中周民族地区义务教育扶持制度研究

China’s Western Development is a policy adopted to boost its less developed Western regions, that is, a systematic project and a longterm and arduous task. The development of compulsory education in China’s minority areas is the key to it. This paper attempts to use the beneficial experience of developing compulsory education support system of other countries for reference so as to explore financial support system suitable for the situation of China’s compulsory education in minority areas. __________ Translated from Minzu Jiaoyu Yanjiu 民族教育研究 (Journal of Research on Education for Ethnic Minorities), 2007, 18 (2): 16–23     

An inspection on the Gini coefficient of the budget educational public expenditure per student for China’s basic education

Using statistical data on the implementing conditions of China’s educational expenditure published by the state, this paper studies the Gini coefficient of the budget educational public expenditure per student in order to examine the concentration degree of the educational expenditure for China’s basic education and analyze its balanced development condition. As the research shows, China’s basic education is undergoing an unbalanced development due to diversified factors, which is mainly reflected as follows: firstly, the budget educational public expenditure presents a four-tiered appearance of the strong, the less strong, the less weak and the weak, which lead to a great discrepancy between the two opposing extremes; secondly, the compulsory education in rural areas is still confronted with great difficulties; thirdly, the general senior secondary education is loaded with the crisis of unbalance. Therefore, it is necessary to construct a balanced development policy framework of the basic education and pay close attention to the benefit and effectiveness of the educational input. In addition, it is also important to clearly stipulate the criterion of the government’s educational allocation and to support the disadvantaged areas in order to promote the balanced development of the basic education. __________ Translated from Education Research, 2005:9     

Exploring how globalization shapes education: methodology and theoretical framework

This is a commentary on some major issues raised in Carter and Dediwalage’s “Globalisation and science education: The case of Sustainability by the bay” (this issue), particularly their methodology and theoretical framework for understanding how globalisation shapes education (including science education). While acknowledging the authors’ contribution to the literature on globalisation and education, it questions the degree to which their analysis captures and explains how globalisation shapes science education, and examines how the research can be complemented by altering its methodology and expanding its theoretical framework.     

School decentralisation in Nepal: a disjuncture between macro-level advocacy and micro-level reality?

While school decentralisation policy in Nepal has been taking effect for more than 8 years with the financial and technical assistance of the World Bank, confusion and controversy have been prevalent in relation to its goals, outcomes and sustainability. This article explores the issues of school decentralisation in Nepal by relating the Bank’s broader advocacy of decentralisation to the perceived reality at the national and local level. It does so by first summarising the Bank’s approach to decentralisation and then looking at the local issues against the macro-level advocacy of education decentralisation. It reveals that there are significant variances between the Bank’s vision on school decentralisation and the realities which confront its implementation at the local level. The article concludes that accommodating the interest of diverse stakeholders, change in traditional bureaucratic culture in government offices and contextualising the global policy in a local context are major issues for addressing the existing discrepancies between the macro-level advocacy and micro-level reality.     

Globalization,China’s drive for world-class universities (211 Project) and the challenges of ethnic minority higher education: the case of Yanbian university

This case study of Yanbian University, a Korean minority university in China, examines the challenges faced, strategies employed, and resources mobilized by a minority university in its attempt to become a world-class university. Specifically, this case study focuses on how the University is attempting to reach its goals within the context of the 211 Project, China’s plan to create 100 world-class universities capable of meeting the challenges of the 21st century. The rise of the knowledge economy has resulted in an increased link between economic prosperity and higher education. Thus, higher education reform has explicitly tied higher education to economic development and attempted to transform economic structures by turning the labor force into a highly skilled, technologically competent, educated work force capable of competing in a global economy. The socioeconomic changes that have occurred as a result of globalization and China’s transition to a market economy have also created new imperatives and challenges for higher education institutions, particularly among minority higher education institutions endeavoring to carve out a unique place in China’s higher education landscape.     

Comparative study of faculty evaluation of teaching practice between Chinese and U.S. Institutions of higher education

Along with the “massification” of higher education in China since the late 1990s, the issue of quality and excellence appeared at the top of China’s higher education agenda. Since faculty evaluation of teaching is one of the major approaches adopted by China’s higher education sector to pursue quality and excellence, it is valuable to examine the effectiveness of faculty evaluation of teaching practices adopted by the Chinese higher education institutions (HEIs). Study of current literature reveals some similarities and differences between the faculty evaluation of teaching policies and practices between Chinese and American higher education sectors. This paper examines the specific practices adopted by some top-tier Chinese HEIs and American elite colleges and universities, summarizes and analyzes the major differences and similarities of faculty evaluation of teaching practices between these two countries’ top-tier HEIs, and discusses the applicability of the American models to the Chinese setting of higher education. Finally, a set of best practices regarding faculty evaluation of teaching are proposed for Chinese HEIs.     

The characteristics of China’s compulsory education funding policy change, 1986–2006

China’s Compulsory Education Law, determining the development of compulsory education, was first promulgated in 1986 and then amended in 2006. It has been a symbolic milestone in the history of Chinese education. During two decades, there have been totally 8 influential reforms in compulsory education funding policy. From the viewpoint of practical analysis and value analysis about policy changes, China’ s compulsory education funding policy is still in a state of dramatic changes and mixed changes, which shows some disadvantages. __________ Translated from Jiaoyu Lilun Yu Shijian 教育理论与实践 (Theory and Practice of Education), 2006, 27(3): 37–40     

教育期望中的社会阶层差:父母的社会地位和子女教育期望的关系

To achieve the overall goals and purposes of education is closely related to the living environments of students. Different family backgrounds will put children into a situation where they face unfair competition. According to a survey conducted in China’s Urumqi and Changchun about parents’ awareness of educating their children, this paper will suggest that families with different backgrounds have different expectations for their children’s education. Moreover, it suggests that parents’ social status is related to their children’s education expectations. Therefore, we can find that parents’ social status influences their children’s education, and their positions in social class are related to education. __________ Translated from Qinghua Daxue Jiaoyu Yanjiu 清华大学教育研究 (Tsinghua Journal of Education), 2006, (4): 71–76     

困境与突破:论中国教育学范式

In this paper, the paradigm of China’s pedagogy means a way of thinking followed and adhered to by Chinese educationists from the establishment of New China till now when they consider, study and conceive problems of pedagogy. This way of thinking guides educationists to have particular study directions, unique modes of pedagogy establishment and special framework of problem solving. And furthermore, it forms the study tradition of China’s pedagogy and stipulates the developing orientation of China’s pedagogy. From the establishment of New China till now, we have been edified by the paradigms in the Soviet Union and the Western countries and restricted by “Western paradigm” and “Soviet Paradigm”, without any paradigm of our own. The paradigm crisis in the development of China’ pedagogy has obstructed the healthy development of China’s pedagogy. The establishment of China’s pedagogy should start with establishing the subject-educationists and establishing the object-“paradigm system”. The establishment of China’s pedagogy paradigm will contribute greatly to the origination of China’s pedagogy and its academic schools. __________ Translated from Dongbei Shifan Daxue Xuebao (Zhexue Shehui Kexue Ban) 东北师范大学学 报(哲学社会科学版) (Journal of Northeast Normal University (Philosophy and Social Sciences)), 2007, (3): 5–12     

China’s policy of Chinese as a foreign language and the use of overseas Confucius Institutes

China’s economic power is changing attitudes towards Mandarin Chinese worldwide. Chinese as a foreign language (CFL) consequently emerges as a subject for research as well as an educational market. This article investigates the modern evolution of CFL curriculum policy that has led to the current rapid growth of the Confucius Institute (CI) around the world, using media sources including government policy, Confucius Institutes themselves, newspaper reports from the Internet, and individual blogs posted by teachers of Chinese language, as well as university academics’ observations. It opens up a discussion of the implications of the development of China’s CFL policy, particularly through the Confucius Institutes, in diversifying the world’s lingua franca and sharing the market of education in the coming era. The analysis indicates that it is unlikely that Chinese will displace English as the world’s most widely used language in the foreseeable future, but the view that the Chinese language is an important element in the future unity of the world has been voiced.     

“Dancing in a cage”: Changing autonomy in Chinese higher education

In China, the central government has released a series of key policy initiatives over the last twenty years to foster decentralisation of control over higher education, giving prominence to discourses of increased autonomy for both universities and academics. This article reports findings of an empirical study of changing autonomy in Chinese higher education and it focuses on the effects of these key policy developments in two case study universities. This research was part of a larger study of new power relationships emerging from changing policies on accountability and autonomy in Mainland China, Hong Kong and Singapore, located within a broader context of the impact of globalisation on higher education. The focus on the three regions was selected to begin to redress a Western hegemony in such research. The larger study is premised on the principle that globalisation is characterised by ongoing tensions between global commonalities and context-specific differences, and that it is important not to gloss over the complex and often contradictory national and local mediations of “global” policy trends.     

Decentralisation and marketisation of adult and continuing education: A Chinese case study

Tsinghua University in Beijing, a leading Chinese university, has emerged as a pioneer in the decentralisation and marketisation of adult and continuing education in China. Recent development at Tsinghua has had a significant influence on the ways in which other universities in China have approached change. The university has decentralised power to the (continuing education) school level, implemented a corporate style of management and adopted market-driven programme development and management. This paper explores the ways in which decentralisation and marketisation has reshaped the provision of adult and continuing education at Tsinghua University, and its implications for China's higher educational institutions. After examining both the promise and the perils of adopting Western models for application in a diversity of Chinese contexts, the paper suggests that the decentralisation and marketisation of adult and continuing education in China will not lead to the complete withdrawal of government control over this sector of the educational system for both practical and political reasons. This Chinese case study therefore helps to improve theoretical understanding of the process of globalisation and the fact that the globalisation of neo-liberal decentralisation and marketisation does not necessarily imply or lead to homogenisation in policy or practice.     

中国少数民族新创文字在文化变迁中的功能与意义阐释——以哈尼、傈僳和纳西族为例

New writing systems for several of China’s minority languages were developed and implemented during a unique period in Chinese history. Throughout the different stages of modern Chinese history, these writing systems have had various societal functions and uses, including the improvement of education and literacy for China’s ethnic minorities. In the new era, the societal functions of these newly created systems have been weakened by the large-scale influence from both outside and within minority environment. Nevertheless, the newly created writing systems have undeniable value and significance, and they continue to serve positive functions that cannot be fulfilled by other writing systems. __________ Translated by Daniel Weisman from Minzu Jiaoyu Yanjiu 民族教育研究 (Journal of Research on Education for Ethnic Minorities), 2007, 18(5): 5–11     

Study on life education for college students

Due to the social environment of China’s reform and opening up, as well as China’s education system with knowledge impartation as its focus, some college students lack the humanistic care and education of value and significance of life. Universities should plan effective activities to make students realize the importance of life. They should provide students with such education as life conscience, failures in life, the ability to make a living and the values of life in order to have a clearer knowledge of life education, so that the students can set up a positive, healthy and correct life view, realize the value and meaning of life, and finally learn to respect life. __________ Translated from Zhongguo Qingnian Zhengzhi Xueyuan Xuebao 中国青年政治学院学报 (Journal of China Youth College for Political Sciences), 2007, (5): 12–17     

New patterns in higher education cross-cultural learning: The case of a postgraduate english instruction program in China

This paper explores new patterns of learning across cultures in higher education through a case study of a cohort of international graduate students at a university in Chinese mainland. North University (NU) has hosted international students in its Chinese language and culture programs for decades. However, between 2008 and 2010, a new Master’s degree program for international students was established. This attracted 75 graduate students from different disciplinary backgrounds, from 21 developing countries in Africa, Asia, Latin America, and Oceania. English is the common language to both students and faculty, but a foreign language to all. This program marks a significant shift for China’s higher education as it reaches out to the world. The paper describes this cohort’s lived experiences in China, including academic, linguistic and sociocultural learning. It analyzes the challenges such programs pose for the Chinese higher education system, explores how these challenges have become opportunities for growth and how barriers have been overcome. It also discusses the implications of this case for the upgrading of higher education quality in China.     

Access to higher education for rural-poor students in China

China is now facing significant challenges in funding its rapidly expanding higher education systems, though it has experienced enormous economic growth in recent years. Equity has become a serious concern in Chinese higher education system. This article tries to identify the causes and implications of under-representation of the rural-poor students in China’s higher educational institutions: academic and social preparedness, institutional funding arrangements, the admissions policy, and the socioeconomic background are significant factors that determine an individual’s opportunity to access to higher education. Also, a brief discussion of possible policy recommendations is presented.     

Education abroad, human capital development, and national competitiveness: China��s brain gain strategies

This is a documentary study of education abroad policy in the People’s Republic of China (PRC) between 1978 and 2009. By examining the dynamics underpinning the PRC state’s efforts to shape the flow of Chinese students and scholars from and into China, this article reveals the major strategies that have enabled education abroad to become a source of brain gain. It argues that China’s brain gain strategies feature three characteristics: a proactive diplomatic approach to international educational relations; strategic dependence on foreign higher education resources and a decentralized economic mechanism to raise foreign-trained human capital. The paper concludes by discussing the implications of Chinese experience for our understanding of the complex and dynamic relations between the state, the market, universities and international relations as relating to cross-border academic mobility, international educational relations, and national development in a globalizing world.     

Chinese education policy in the context of decentralization and marketization: evolution and implications

Education policy has been undergoing great transformation in China since the initiation of economic reforms and the open-door policy in the late 1970s. These market-oriented reforms and the pursuit of rapid economic growth in a globalized economy have significantly impacted China’s education policy and development. In line with the development of the market-oriented economy and its increasing integration with the global market, a more pragmatic perception of education has gradually taken shape in the post-Mao era, resulting in the decentralization and marketization of education in China. This article aims to examine the development of Chinese education policy in the context of decentralization and marketization since the start of the economic reforms. It will firstly make a brief contrast between the education policies before and after the economic reforms. Then, the decentralization and marketization in the field of education since the initiation of the economic reforms will be examined. What follows is an assessment of the impacts that marketization and decentralization had on education policy. This paper argues that the weakening role of the state in education provision and the disparity between rural and urban areas are key issues facing China’s education policy following the economic reforms and the open-door policy. It concludes by suggesting that equal and balanced development in education in China entails bringing the state back into the education sector.