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Autor/inn/enLi, Jian; Xue, Eryong
TitelMapping the Education Policy of Foreign Faculty for Creating World-Class Universities in China: Advantage, Conflict, and Ambiguity
QuelleIn: Educational Philosophy and Theory, 53 (2021) 14, S.1454-1463 (10 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0013-1857
DOI10.1080/00131857.2020.1863213
SchlagwörterForeign Policy; Educational Policy; Reputation; Educational Quality; Universities; Foreign Countries; Foreign Nationals; College Faculty; Overseas Employment; Policy Analysis; Conflict; Teacher Role; Social Status; Competition; Global Approach; Asian Culture; Cultural Differences; China
AbstractPursuing world-class universities, China has emerged in recent decades as an increasingly popular destination for internationally mobile academics. The goal of this study was to identify current education policy dispositions toward foreign faculty at the national and institutional levels in China. Findings indicate that within China's higher education policy discourse, foreign faculty are identified as an advantage ("priceless treasure"), and a source of conflict ("hot potato"), ultimately having an ambiguous role as they attempt to manage their complicated status in Chinese higher education institutions. Foreign faculty are typically regarded as an international asset, accelerating global competitiveness and international rankings to enhance the acceleration of China's higher education system. They are also considered controversial in relation to Chinese culture, values, and traditions. However, the most prevalent policy disposition explored in this study was that of vagueness and marginality, indicating underlying ambiguity toward foreign faculty. The study concludes with implications for future scholars and policymakers to consider. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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