Abstract
This issue collects six papers which investigate ongoing challenges and developments in Chinese higher education. It publishes papers from emerging researchers who chart contemporary directions in research and practice relating to institutional governance and philanthropy, the changing identity of university leaders and teachers, the formation of liberal arts and business studies curriculum. The papers focus on education in China and abroad, and offer cross-national and intercultural perspectives of high relevance in a changing world.
Contexts Shaping Change
The flourishing grow and diversification of higher education in China opens myriad areas in need of research and development. These areas span the spectrum, from hefty matters associated with governance, substantial matters around curriculum reform, and nuanced topics to do with the identity of teachers, leaders and institutions. There is a vast and expanding literature about these matters in Chinese, and
The first article by Xintong Lu examines the development of female leaders in Chinese universities. The author works from 21 interviews to build insights into of the challenges faced by women in educational leadership and the facilitators of female educational leadership roles in Chinese university. The findings reveal that women in educational leadership in Chinese universities are facing a wide range of challenges, and that female leaders tend to be effective in resolving conflict. Lu also points to the necessary of introducing more rigid legislation and policy by the government to establish a truly equal position. Addressing these matters is essential to enhance the gender balance of university leaders. This is a topic of global importance, and it is instructive to learn about the Chinese experience and perspectives for development. The case study insights are intrinsically interesting and informative on their own. The findings are relevant not just for China or Asia, but for all higher education systems.
The second article by Leping Mou examines the concept and essence of liberal arts education as reflected in the curriculum of the Christian universities through a qualitative methodology employing archival document analysis. This article provides historical analysis on century-old formations of Chinese higher education, then interplays this insight into contemporary interest and reforms in liberal arts education. The article offers unique perspectives on current interest in China and globally on introducing forms of education which move well beyond training in functional skills and instead embrace broader forms of talent cultivation. The latter necessarily requires a much broader view on students and education. This paper brings into contemporary view insights from earlier and formative epochs of Chinese higher education.
Hongmei Sziegat and Chengwen Hong shift the issue’s focus to another topic of contemporary relevance, the nature of fundraising and philanthropy in Chinese universities, giving particular focus to foundations. The paper works from an interesting international framework on philanthropic fundraising models, looks at developments in Chinese universities, analyses policy, and looks and challenges and strategies for development. Building from their in-depth analysis, the paper contributes strategies for philanthropic fundraising by Chinese universities.
In the next paper Chang Da Wan, Molly N.N. Lee, Morshidi Sirat and Wen Zhuo Heng explore notions of identify and governance, this time with respect to Chinese community-based higher education institutions in Malaysia. The paper dives deep into exploring case studies of three private Chinese community higher education institutions in Malaysia. It frames analysis of the Chinese identify in this context, the history and operations of these institutions, and implications for governance and development. The paper reveals unique facets of hybrid institutions which are very interesting to discover, and as well contribute novel insights of growing relevance given the regional and global expansion of Chinese higher education.
Together, Taha Javaid, Klaus Solberg Söilen, Gaetan Massebeuf, Thi Bao Quynh Le and Anamarija Medunic extend analysis of the growth of Chinese education, this time with respect to differences in characteristics between Chinese and Western
The final paper by Cynthia M. Douglas taps again into Chinese identify, this time in terms of what culturally responsive teaching means for a teacher who is a member of a minority community of ethnic Chinese in Glodok (Chinatown) in Indonesia. It unpacks the experience of a single Chinese-Indonesian teacher. Implications which flow from the paper go to culturally responsive teaching, teacher identity, and the need for distinct forms of teacher training. Through these, the study makes points which advance practical understanding of intercultural education and specifically with respect to Chinese and Indonesian cultures, and which advance research on identity, Asian and Chinese education, and teaching.
These articles all focus on important contemporary challenges and opportunities facing Chinese higher education. As these brief reviews convey, the papers focus on Chinese education at home and abroad, on topics of emerging relevance to higher education in general, on globalisation and diaspora, on the identity of teachers and leaders, on fundraising and business training, and on historical facets of curriculum and governance. A core feature of these articles is their nuanced and informed use of individual and institutional case study methods, which is a nice juxtaposition to the quantitative studies often featured in
The articles were all submitted with a view to using
The editors offer many thanks to the authors, reviewers and members of the editorial board for their ongoing contributions. Scholarship relies on such contribution.