DOCSLIB.ORG

Developing a Model for Vietnamese Private Higher Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Developing a Model for Vietnamese Private Higher Education DEVELOPING A MODEL FOR VIETNAMESE PRIVATE HIGHER EDUCATION Lessons from China and Korea Ha T. Ngo A thesis in fulfilment of the requirements for the degree of Doctor of Philosophy School of Education Faculty of Arts and Social Sciences April 2019 i Surname/Family Name : Ngo Given Name/s : Thanh Ha Abbreviation for degree as give in the University calendar : PhD Faculty : Faculty of Arts & Social Sciencs School : School of Education Developing a Model for Vietnamese Private Thesis Title : Higher Education: Lessons from China and Korea Abstract This study aims to establish a model that enables the development of private higher education (PHE) in Vietnam. Such a model must reflect the most relevant factors that impact the establishment and growth of the sector. To determine these, the study utilises two different and distinct approaches to those used by earlier researchers. Firstly, a different conceptual and theoretical approach was developed, consisting of three dimensions, which (1) employs three analytical levels, namely, macro, meso and micro levels; (2) combines Neo-Institutional Theory and Resource Dependence Theory, resulting in three institutional factors, namely institutional isomorphisms, logics and actors; and (3) focuses on three crucial aspects regarding the development of PHE, namely governance, finance and quality assurance. Secondly, a comparative approach was adopted to compare factors and the effect of these factors in enabling and supporting the development of PHE in Korea, China and Vietnam. Guided by this framework, data was collected from the selected cases of a private HE institution of the three countries, using documents and interviews as the major sources. The data reveals the impact of the three institutional factors on enabling and constraining the development of PHE in the three countries, despite the significant differences in PHE practices at both macro and meso levels in governance, finance and quality assurance. In addition, this study highlights the role of actors in shaping the development of PHE and offers critical insights to explain the differences in actors’ agentic behaviours. Consequently, the research concludes a series of implications for developing a more effective model that encourages PHE to grow, focusing on facilitating actors at the macro and meso levels to achieve agreement of the aims, goals, functions and roles of PHE based on a thorough understanding of the internal and external environments. This study offers an in-depth and comparative analysis of the PHE sector in the three countries, thereby significantly contributing to the scholarly understanding of the field of HE. In addition, this study also provides both theoretical and empirical implications for the better application of Neo-Institutional Theory in the field of HE. Finally, research findings and the relevant implications generated in this study are important for the future establishment of strategies and policies to guide the development of PHE in Vientam. Declaration relating to disposition of project thesis/dissertation I hereby grant to the University of New South Wales or its agents the right to archive and to make available my thesis or dissertation in whole or in part in the University libraries in all forms of media, now or here after known, subject to the provisions of the Copyright Act 1968. I retain all property rights, such as patent rights. I also retain the right to use in future works (such as articles or books) all or part of this thesis or dissertation. I also authorise University Microfilms to use the 350 word abstract of my thesis in Dissertation Abstracts International (this is applicable to doctoral theses only). …………………………………. ……………………..……………… ……….……………………...…….… Signature Witness Signature Date The University recognises that there may be exceptional circumstances requiring restrictions on copying or conditions on use. Requests for restriction for a period of up to 2 years must be made in writing. Requests for a longer period of restriction may be considered in exceptional circumstances and require the approval of the Dean of Graduate Research. ii ORIGINALITY STATEMENT ‘I hereby declare that this submission is my own work and to the best of my knowledge it contains no materials previously published or written by another person, or substantial proportions of material which have been accepted for the award of any other degree or diploma at UNSW or any other educational institution, except where due acknowledgement is made in the thesis. Any contribution made to the research by others, with whom I have worked at UNSW or elsewhere, is explicitly acknowledged in the thesis. I also declare that the intellectual content of this thesis is the product of my own work, except to the extent that assistance from others in the project’s design and conception or in style, presentation and linguistic expression is acknowleged.’ Signed ………………………………………… Date ……………………………………………. iii COPYRIGHT STATEMENT ‘I hereby grant the University of New South Wales or its agents the right to archive and to make availabe my thesis or dissertation in whole or part in the University libraries in all forms of media, now or here after known, subject to the provisions of the Copyright Act 1968. I retain all proprietary rights, such as patent rights. I also retain the right to use in future works (such as articales or books) all or part of this thesis or dissertation. I aslo authorise University Microfilms to use the 350 words abstract of my thesis in Dissertation Abstract International (this is applicable to doctoral theses only). I have either used no substantial portions of copyright material in my thesis or I have obtained permission to use copyright material; where permission has not been granted I have applied/will apply for aprtical restriction of the digital copy of my thesis or dissertation.’ Signed …………………………………………. Date …………………………………………… AUTHENTICITY STATEMENT ‘I certify that the Library deposit digital copy is a direct equivalent of the final official approved version of my thesis. No emendation of content has occurred and if there are any minor variations in formatting, they are the result of conversion to digital format.’ Signed …………………………………………. Date …………………………………………… iv INCLUSION OF PUBLICATIONS STATEMENT UNSW is supportive of candidates publishing their research results during their candidature as detailed in the UNSW Thesis Examination Procedure. Publications can be used in their thesis in lieu of a Chapter if: • The student contributed greater than 50% of the content in the publication and is the “primary author”, ie. the student was responsible primarily for the planning, execution and preparation of the work for publication • The student has approval to include the publication in their thesis in lieu of a Chapter from their supervisor and Postgraduate Coordinator. • The publication is not subject to any obligations or contractual agreements with a third party that would constrain its inclusion in the thesis Please indicate whether this thesis contains published material or not. This thesis contains no publications, either published or submitted for publication (if this box is checked, you may delete all the material on page 2) ☐ Some of the work described in this thesis has been published and it has been documented in the relevant Chapters with acknowledgement (if this ☐ box is checked, you may delete all the material on page 2) This thesis has publications (either published or submitted for publication) incorporated into it in lieu of a chapter and the details are presented below ☐ CANDIDATE’S DECLARATION I declare that: • I have complied with the Thesis Examination Procedure • where I have used a publication in lieu of a Chapter, the listed publication(s) below meet(s) the requirements to be included in the thesis. Name Signature Date (dd/mm/yy) Postgraduate Coordinator’s Declaration (to be filled in where publications are used in lieu of Chapters) I declare that: • the information below is accurate • where listed publication(s) have been used in lieu of Chapter(s), their use complies with the Thesis Examination Procedure • the minimum requirements for the format of the thesis have been met. PGC’s Name PGC’s Signature Date (dd/mm/yy) v CONFERENCE PRESENTATIONS RELATING TO SECTION OF THE THESIS Ngo, H. T. (2016). Developing a model for Vietnamese Private Higher Education: Lessons from China and Korea. Paper presented at the 2016 Biennial Conference of the Asian Studies Association of Australia, Canberra, Australia Ngo, H. T. (2017). Factors that Impact the Quality Assurance Implementation Process: A Case Study of a Private University in Vietnam. Paper presented at the 17th Annual Conference of the Southeast Asian Association for Institutional Research, Singapore Ngo, H. T. (2018). Development of Private Higher Education in Vietnam and Korea: Insights from Neo-Institutional Theory. Paper presented at the International Conference on Korea and Vietnam in the Modern and Contemporary Ages. Seoul, South Korea. Ngo, H. T. (2019). Neoliberalism in Contemporary Higher Education of East Asia: What Can We Learn from the Past? Paper presented at the Fulbright University Vietnam Academic Conference, Ho Chi Minh City, Vietnam. Ngo, H. T. (2019). Neoliberalism versus Confucianism in Vietnamese Higher Education: Bridging the Missing Link? Paper presented at the 11th Engaging With Vietnam Conference, Leiden University, the Netherlands. vi ABSTRACT This study aims to establish a model that enables the development of private
Load more

Recommended publications
  • China's Higher Education Reform 1998-2003: a Summary
    Asia Pacific Education Review Copyright 2004 by Education Research Institute 2004, Vol. 5, No. 1, 14-22. China’s Higher Education Reform 1998-2003: A Summary Li Lixu Shandong Normal University, P. R. China Profoundly important and unprecedented changes have taken place in China’s higher education since 1998, when Zhu Rongji Administration (1998-2003) decided to carry out a new round of educational reform. These changes include some breakthroughs in macro administrative system reform, growth in the total amount of educational expenditure, the enlargement of the recruitment scale of higher education, and positive changes in personnel, reward distribution and rear service reforms. The purpose of this paper is to offer a summary of these reforms. It discusses (1) the internal reasons for the reforms, (2) the main events and measures, (3) the main contents and achievements, (4) and the main problems of these reforms. Key Words: China, higher education, reform 1The system and model of Chinai’s higher education was In 1999, among all the employed of China, graduates of basically formed in the 1950’s and 1960’s in imitation of the two-year higher education and over only amounted to 3.8% of higher educational system and model of the former U.S.S.R. the total; that of senior middle school, 11.9%; that of junior in the 1950’s (Li, 2001). Thereafter, even up to the late middle school, 39.9%; that of primary school, 33.3%; and 1990’s, China’s higher education showed no tremendous those workers who were illiterate even amounted to 11.0% reforms or great changes in spite of some “minor operations.” (National Center for Education Development Research But, since 1998, when China faced the challenges of the [NCEDR], 2001, p.
    [Show full text]
  • EDUCATION in CHINA a Snapshot This Work Is Published Under the Responsibility of the Secretary-General of the OECD
    EDUCATION IN CHINA A Snapshot This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of OECD member countries. This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. Photo credits: Cover: © EQRoy / Shutterstock.com; © iStock.com/iPandastudio; © astudio / Shutterstock.com Inside: © iStock.com/iPandastudio; © li jianbing / Shutterstock.com; © tangxn / Shutterstock.com; © chuyuss / Shutterstock.com; © astudio / Shutterstock.com; © Frame China / Shutterstock.com © OECD 2016 You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to [email protected]. Requests for permission to photocopy portions of this material for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at [email protected] or the Centre français d’exploitation du droit de copie (CFC) at [email protected]. Education in China A SNAPSHOT Foreword In 2015, three economies in China participated in the OECD Programme for International Student Assessment, or PISA, for the first time: Beijing, a municipality, Jiangsu, a province on the eastern coast of the country, and Guangdong, a southern coastal province.
    [Show full text]
  • Eastern Coastal Region, Family and Individual in Higher
    HIGHER EDUCATION CHOICES AND DECISION-MAKING A Narrative Study of Lived Experiences of Chinese International Students and Their Parents Vivienne jing Zhang A thesis submitted to AUT University in fulfilment of the requirements for the degree of Doctor of Philosophy (PhD) April 2013 ii TABLE OF CONTENTS TTITLE PAGE ........................................................................................................................... i TABLE OF CONTENTS ........................................................................................................... ii LIST OF TABLES ...................................................................................................... ……. iviii ATTESTATION OF AUTHORSHIP ........................................................................................ x ACKNOWLEDGEMENTS ...................................................................................................... ix ABSTRACT ............................................................................................................................. ixi CHAPTER 1 SETTING THE SCENE ...................................................................................... 1 1.1 Introduction .......................................................................................................................... 1 1.1.1 Some Observations on Recent Trends in Chinese International Students Choosing to Study Abroad.......................................................................................................................... 1
    [Show full text]
  • From Carp to Dragon the Shanghai List and the Neoliberal Pursuit of Modernization in Chinese Higher Education
    From Carp to Dragon The Shanghai List and the Neoliberal Pursuit of Modernization in Chinese Higher Education Jeremy Cohen School of International Service: B.A. International Studies College of Arts and Sciences: B.S. Economics University Honors Advisor: Dr. James H. Mittelman School of International Service Spring 2012 2 FROM CARP TO DRAGON: THE SHANGHAI LIST AND THE NEOLIBERAL PURSUIT OF MODERNIZATION IN CHINESE HIGHER EDUCATION Do global university rankings reflect an assimilation of widely held transnational views about education or are these rankings the product of historically and culturally contingent national experience? This study examines how the emergence of the first global ranking—the Shanghai Jiao Tong University Academic Ranking of World Universities (ARWU)—reflects the intermingling of dominant global discourses about higher education with Chinese realities and asks what role ARWU has played in the restructuring of power and knowledge in Chinese higher education under conditions of globalization. A number of methods are employed—including the historical contextualization of ARWU, a critical review of its methodology, and interviews with Chinese students and scholars. The analysis demonstrates that ARWU is both a product and an instrument of neoliberalism in the Chinese context. Allied to a specific discourse of excellence and quality in higher education, it reproduces the national narrative of modernization that is the hallmark of Chinese neoliberalism. ARWU also builds legitimacy for policies that restructure higher education
    [Show full text]
  • China Education Hotels / Leisure / Initiation of Coverage
    Deutsche Bank Markets Research Asia Industry Date China 4 January 2018 Consumer China Education Hotels / Leisure / Initiation of Coverage Gaming Tallan Zhou Karen Tang Research Analyst Research Analyst Bright future (+852 ) 2203 6464 (+852 ) 2203 6141 [email protected] [email protected] K12 after-school tutoring is a secular growth sector Top picks We analyze the supply/demand condition of China's K12 after-school tutoring New Oriental (EDU.N),USD101.57 Buy market and conclude the sector will likely see secular growth in the next five TAL Education (TAL.N),USD29.71 Buy years. We believe positive demographic growth, an increased number of Source: Deutsche Bank wealthy families, and greater education awareness are the demand drivers. However, China's supply of top universities is still insufficient and the Companies Featured admission rate remains low. This has led to surging needs for after-school tutoring services. We forecast the K12 tutoring market to see a 13-14% CAGR New Oriental (EDU.N),USD101.57 Buy in 2017-22E, assuming: 1) K12 students see a CAGR of 3%, 2) tutoring 2017A 2018E 2019E penetration rate climbs 2.5% p.a.; and 3) ASP rises (like-for-like basis) 5% p.a. P/E (x) 26.3 42.0 33.6 EV/EBITDA (x) 17.0 33.6 25.3 More demand for education in the long term Price/book (x) 6.7 7.8 6.4 China’s Gaokao (college entrance exam)-takers as a percentage of the newborn population increased to 65% in 2016 from only 25% in 2002, while TAL Education (TAL.N),USD29.71 Buy the birth rate remained unchanged at 0.11-0.12%.
    [Show full text]
  • China's Quest for World-Class Universities
    MARCHING TOWARD HARVARD: CHINA’S QUEST FOR WORLD-CLASS UNIVERSITIES A Thesis submitted to the Faculty of The School of Continuing Studies and of The Graduate School of Arts and Sciences in partial fulfillment of the requirements for the Masters of Arts in Liberal Studies By Linda S. Heaney, B.A. Georgetown University Washington, D.C. April 19, 2111 MARCHING TOWARD HARVARD: CHINA’S QUEST FOR WORLD-CLASS UNIVERSITIES Linda S. Heaney, B.A. MALS Mentor: Michael C. Wall, Ph.D. ABSTRACT China, with its long history of using education to serve the nation, has committed significant financial and human resources to building world-class universities in order to strengthen the nation’s development, steer the economy towards innovation, and gain the prestige that comes with highly ranked academic institutions. The key economic shift from “Made in China” to “Created by China” hinges on having world-class universities and prompts China’s latest intentional and pragmatic step in using higher education to serve its economic interests. This thesis analyzes China’s potential for reaching its goal of establishing world-class universities by 2020. It addresses the specific challenges presented by lack of autonomy and academic freedom, pressures on faculty, the systemic problems of plagiarism, favoritism, and corruption as well as the cultural contradictions caused by importing ideas and techniques from the West. The foundation of the paper is a narrative about the traditional intertwining role of government and academia in China’s history, the major educational transitions and reforms of the 20th century, and the essential ingredients of a world-class institution.
    [Show full text]
  • Social Justice and Higher Education in China
    School of Contemporary Chinese Studies China Policy Institute WORKING PAPER SERIES Achieving social justice through the distribution of financial support in China's universities: A student survey in Shaanxi Province Bin Wu Bernadette Robinson WP No.2012-01 Working Paper No. 17 September 2014 Achieving social justice through the distribution of financial support in China's universities: A student survey in Shaanxi Province1 (A CPI Working Paper) Bin Wu and Bernadette Robinson ABSTRACT The huge expansion of higher education has opened up new opportunities for many more students from all social groups. However the replacement of state funding with cost-sharing has made heavy demands on the family finances of poor students, despite the introduction of government grants and subsidies to support students in need. In addition, the stratification of universities has generated bias towards elite universities in the distribution of financial resources. How far then is social justice, with its principles of equal opportunity, equity and the fair distribution of resources being achieved in higher education? This paper explores this question from the perspective of students through a questionnaire survey of 1,547 students at six universities in Shaanxi province in 2011. It examines the distribution of financial support across students from different socio-economic backgrounds together with students’ perceptions about equality of opportunity and fairness in the distribution of resources for students in higher education. 1 This paper has been presented to Society for Research into Higher Education (SHHE) International Network Seminar , Home and away: Chinese students’ perspective on higher education in China & the UK, London, 4 March 2014, and a panel of China’s HE Reform in the Annual Conference of Chinese Sociological Association, Wuhan, 11 July 2014 respectively.
    [Show full text]
  • Building Global-Class Universities: Assessing the Impact of the 985 Project
    Research Policy 42 (2013) 765–775 Contents lists available at SciVerse ScienceDirect Research Policy jou rnal homepage: www.elsevier.com/locate/respol Building global-class universities: Assessing the impact of the 985 Project a b,∗ b Han Zhang , Donald Patton , Martin Kenney a School of Social Science, Institute of Science, Technology and Society, Tsinghua University, Beijing 100084, China b Department of Human and Community Development, University of California, Davis, Davis, CA 95616, United States a r t i c l e i n f o a b s t r a c t Article history: In 2006 China had become the fifth leading nation in terms of its share of the world’s scientific publica- Received 24 August 2011 tions. Today it is second only to the United States. This achievement has been accomplished in part by Received in revised form 1 August 2012 a conscientious effort by the government to improve the research performance of China’s universities Accepted 11 October 2012 through a series of programs, the most important of which is the 985 Project. This paper considers the Available online 22 November 2012 effects of the 985 Project on increasing the rate of publication in international journals by researchers at 24 universities. Using the approach of linear mixed modeling, it was found that the rate of growth in Keywords: publications by lower tier universities exceeded that of China’s two most highly regarded universities Chinese universities after controlling for university R&D funding, university personnel size, and provincial per capita income. National innovation system It was also found that the rate of growth of publications for universities as a whole increased more quickly 985 Project Publications after the implementation of the 985 Project.
    [Show full text]
  • Confucian Studies Summer Institute
    Confucian Studies Summer Institute July2-31, 2016 Nishan, Shandong, China Sponsors: Internatonal Confucian Associaton Confucian Insttute Headquarters/Hanban World Consortum for Research in Confucian Cultures Qufu Chinese Confucius Research Insttute Beijing Foreign Studies University Asian Studies Development Program, East-West Center, University of Hawaii Organizers: Consortum for Chinese Studies and Intercultural Communicaton, BFSU Ofce of Confucius Insttutes, BFSU Center for East-West Relatons, School of Internatonal Relatons and Diplomacy, BFSU Intellectual Property Publishing House Nishan Birthplace of the Sage Academy Confucius Academy of Guiyang 有朋自遠方來，不亦樂乎？ Isn’t it a joy to have friends come from afar? — Confucius Contents: Introduction……..……..……..……..……..……..……..……..……..……..……..1 A Chronology of the Confucian Studies Summer Insttute……….…3 Organizers……………..……..……..……..……..……..……..……..……..……..…4 Faculty……….……..……..……..……..……..……..……..……..……..……..……..9 Course Schedule……….……..……..……..……..……..……..……….….……..12 Actvites……….…….…….…….…….…….…….…….…….…….…….…….…….17 Accommodation………….…….…….…….…….…….…….…….…….…….….20 How to Apply?......…….…….…….…….…….…….…….…….…….…….….....21 Contact Informaton……….…….…….…….…….…….…….…….…….………22 Introduction & Purpose he 2016 Nishan Confucian Studies Summer Insttute Internatonal Program for Teachers of Chinese Culture is Tan invitaton to spend a month reading the Confucian classics world-renowned experts Roger T. Ames, Chen- shan Tian and other distnguished comparatve philosophy and Confucian scholars at a newly established Con- fucian academy at the site of Confucius’s birthplace. The first three annual Summer Insttutes, held in July 2011, June 2012 and July 2013 (in Beijing), as well as the two short-term workshops July 18-28, 2014 and December 6-12, 2015, were a great success.This has become an annual gathering of the brightest students and teachers from around the world. For one month in the summer of 2016, we will come back again to the birthplace of Confucius, Nishan, and students will again read Chinese classics .
    [Show full text]
  • Report on the Diversification of China's Education Industry 2014
    Report on the Diversification of China’s Education Industry 2014 China Research and Insight Center April 2014 Content Foreword 2 Chapter 1 Introduction to the Private Education Industry in China 3 1.1 Overview of China’s Private Education Market 3 1.2 Status of China’s Private Education Market segments 5 1.3 New Policy on Private Education in China 8 1.4 Challenges Facing the Private Education Sector in its Further Development 11 Chapter 2 Diversification of China’s Private Education 13 2.1 Private Schools’ Diversification Path 13 2.2 Training Institutions’ Diversification Path 17 2.3 China’s Private Education Groups are Active in M&A 19 Chapter 3 Internet in China’s Education Market 21 3.1 Development of Online Education 23 3.2 Challenges to Internet-Based Education 26 3.3 Way Forward and Opportunities 27 Chapter 4 Reflections on Education Industry in China 29 Foreword Since the beginning of 2014, two hot issues have emerged in China’s private education sector. First, in March this year, Premier Li Keqiang pointed out that “vocational education reforms should keep current with social progress”, emphasizing that “efforts should be made to develop vocational education and professionals that are suited to market needs, to create a merit-based but not diploma-oriented social atmosphere.” This statement opens up a new pathway for vocational education, serving as a beacon for the development of private and vocational schools in China. Second, an investment spree in the on-line education sector beginning the second half of 2013, has continued to make headlines in mainstream media.
    [Show full text]
  • Course Description
    序言 PREFACE 加强国际交流与合作，提升学校国际化水平对于北京大学创建世界一流大学具有重要意义。根据北京大学 2012 年本科教 Media and Society in China 育发展战略研讨会和北京大学 2012 年教学工作会讨论意见，学校于 2012 年秋季学期起设立“北京大学本科生外文平台课”， 02 媒体与中国社会 重点建设非语言类的外文授课特别是英文授课课程。2014 年 11 月，学校出台《北京大学本科非语言类外语课程建设与管理办 法（暂行）》，进一步明确非语言类外语课程性质、建设目标、激励机制等重要原则。 Comparation between Eastern and Western Philosophy 10 东西方哲学比较 截至 2020 年 6 月，全校在用的非语言类本科英文授课课程累计 330 余门，每个春秋学期平均开设约 80 门外文授课课程。 北京大学“国际暑期学校”项目自 2009 年启动，鼓励院系利用暑期邀请国内外知名学者来校开设英文课程，越来越多国际学生 Chinese Perspectives on International and Global Affairs 来校与北大学生共同学习。 18 本土视野下的中国外交与国际事务 2015 年，为进一步加强英文授课课程建设，学校启动了“中国系列”全英文授课课程项目，设立人文科学、社会科学、经 济管理、自然科学等四大模块，利用校内外优秀师资分类型、有重点地推进英文授课课程建设。“中国系列”课程采用全英文讲授， China and Africa: Global Encounters in History and Present 面向海外交换生和全校学生。 30 中国与非洲：全球性的相遇 国际化已经成为当前教育领域引人注目的发展趋势之一。学校将适应高等教育国际化发展的需要，着力建设一批体现北京 International Development Policy 大学学科综合优势与学术水平的外文授课课程，打造具有北大特色的跨文化交流课程平台，为提升北京大学的国际化人才培养 42 国际发展政策 水平不懈努力。 Peking University attaches great importance to the enhancement of international exchange and collaboration Doing Business in China as well as internationalization as it travels along the path to becoming a world-class university. Based on 48 中国商务 discussions held during the undergraduate education development strategy seminar and Peking University’s curriculum meeting in 2012, Peking University launched a series of undergraduate courses taught in foreign The Chinese Economy: Reform and Development languages in the fall semester of 2012, and these courses continue to be offered to this day. While taught in foreign 58 中国经济 languages, especially English, these courses are non-language courses, which means the course subject is not language related. Peking University’s Interim Measures for Development and Management of Courses Taught in Frontiers in International Development: Theories and Practices Foreign Languages (Non-language Courses), issued in November 2014, further clarified the important principles, 64 国际发展前沿：理论与务实 goals, and incentives of these foreign-language instructed non-language courses.
    [Show full text]
  • Chinese Higher Education: the Role of the Economy and Projects 211/985 for System Expansion Danilo De Melo Costa a Qiang Zha B
    https://doi.org/10.1590/S0104-40362020002802657 885 ARTICLE Chinese Higher Education: The role of the economy and Projects 211/985 for system expansion Danilo de Melo Costa a Qiang Zha b Abstract China has experienced a significant economic growth in recent years. In addition, the country has also built the largest system of Higher Education in the world. However, was the economy that stimulated the advancement of Higher Education? Or was Higher Education that stimulated the advancement of the economy? To answer these questions, this research aimed to understand the role of economy and Projects 211 and 985 for the expansion of Chinese Higher Education. For that, an exploratory and qualitative research was developed, based on interviews with Chinese government managers and questionnaires applied to professors/specialists and to a student leadership. The results showed that investments in Higher Education were preponderant for the country’s economic growth, which was representative from a quantitative perspective. However, also aiming at qualitative growth, projects 211 and 985 were created, allocating a significant amount of resources to the selected institutions. Such positioning makes China an example of benchmarking for other countries that wish to progress economically and intellectually. Keywords: China. Higher Education. Public Policies. Public Funding. Economy growth. 1 Introduction China has always seen Education as important to its development. Min (2004) recounts that, from the time of Confucianism, it was already emphasized that Education was essential for the progress of a nation. Peters and Besley (2018) a Centro Universitário Una, Belo Horizonte, MG / Universidade da Fundação de Educação e Cultura de Minas Gerais, Belo Horizonte, MG, Brazil.
    [Show full text]