This study concentrates on exploring the ‘logic’ of modern universities in China-a working concept that promotes a more in-depth discourse on the implicit illustrations of the ‘logic’ of universiti...

This study aims to critically and systematically investigate the contemporary discourse within scholarship on world-class universities in different higher education context. It applies critical discourse analysis to review articles from some top higher education academic journals and books published between 2000 and 2019. Exploring the notion of world-class university involves international-level identities and models, national-level policies and strategies, and institutional-level responses and practices. Findings highlight the absence of a clear definition of the concept of world-class university, an obvious Western-dominated value-laden (...) paradigm, hegemony of global rankings discourse, priority of policies and strategies and inexplicit suggestions for practical application of research findings. Applying the critical discourse analysis, we examine the mission of higher education research towards global competitiveness and global rankings and the attitudes towards the challenges in pursuing world-class universities and its dissemination through the international academic publications as value neutral. This study focuses on recognizing, articulating, and critiquing biases in research production and dissemination. Different researchers might provide multiple critical scopes to investigate international inclusive scholarship on world-class universities. This study also contributes to the approaches in which discourse both shapes and is shaped by globalization and internationalization trends in the higher education contexts, and future orientations in this study. (shrink)

This study examines Chinese faculty ethical philosophy from a historical perspective. Historical perspective on Chinese faculty ethical philosophy embraces three major periods, including Ch...

This study explores “Strengthen Moral Education for Cultivating People” in China from the perspectives of concepts and policies. “Strengthen Moral Education” is identifi...

This study aims to explore the new directions towards internationalization of higher education in China during post-COVID 19. The systematic literature review is applied as an evidence-based policy analysis approach. The findings indicate that the challenges and difficulties of internationalization of higher education in the post-COVID 19 were considered as a high-frequency discussion topic. In order to address the crises of internationalization of higher education during the post-COVID 19, the idea of internationalization at home is regarded as a beneficial approach (...) to deal with the process of internationalization of higher education, systematically. This study also highlighted that the internationalization at home within Chinese higher education institutions not only brings opportunities for the development of China’s higher education system, but also poses challenges to the reform of the current higher education system. In addition, the conclusion and implication were provided to analyze the rationales of promoting internationalization of higher education system in contemporary China. (shrink)

Countries around the world have adopted different policies to address the global issue of poverty, though their poverty line varies. China has achieved remarkable results in poverty alleviation through education. Aware that poverty eradication must rely on intellectual support, the country has shifted its anti-poverty theory and policy actions from a passive, one-off poverty reduction mode based on ‘blood transfusion’ to an active and sustainable mode aimed at improving the ‘blood making’ capacity of the poor population, namely the Chinese mode. (...) Education is the fundamental way of such a mode. China has always focused on nine-year compulsory education in implementing anti-poverty policies; conducted classified and tiered efforts in education against poverty and made policies more targeted; adopted diverse policy instruments and shifted the focus from subsidy to educational capacity building; developed quantified poverty alleviation indexes to set standards for policy evaluation; and included educa... (shrink)