The Move to Quality Assurance in Chinese Higher Education: Tensions between Policy and Practices

Autor/inn/en	Huang, Xian-Han; Adamson, Bob; Lee, John Chi-Kin
Titel	The Move to Quality Assurance in Chinese Higher Education: Tensions between Policy and Practices
Quelle	In: London Review of Education, 12 (2014) 3, S.286-299 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-8479
Schlagwörter	Quality Assurance; Higher Education; Conflict; Educational Practices; Educational Policy; Bachelors Degrees; Institutional Characteristics; Performance Factors; Policy Formation; Program Implementation; Interviews; Administrator Surveys; Teacher Surveys; Educational Objectives; Public Agencies; Accreditation (Institutions); Inspection; Evaluation Methods; Research Methodology; Evaluation Utilization; Foreign Countries; China + Suchen Sie Ihr Suchwort? Qualitätssicherung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Konflikt; Bildungspraxis; Politics of education; Bildungspolitik; 'Bachelor''s degrees'; Bachelor-Studiengang; Leistungsindikator; Politische Betätigung; Interviewing; Interviewtechnik; Educational objective; Bildungsziel; Erziehungsziel; Öffentliche Einrichtung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Prüfverfahren; Research method; Forschungsmethode; Ausland
Abstract	This paper investigates quality assurance in Chinese higher education by looking at the Evaluation of the University Baccalaureate Programmes Project (EUBPP) conducted in China. It analyses factors that bring about tensions between policy and practice in this area through a study of two contrasting tertiary institutions. The results show that the aims of the EUBPP have been partly achieved through the interaction of policy-making and implementation. In the process, contextual factors connected to institutional status and stages of development have led to varying degrees of tension between policy and practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01