This book provides a fresh and unique overview of the modernization and internationalization of Chinese higher education, focusing on Chinese higher education from 1949 to 2018. It presents the Ontological Positivism Model (Conceptualization-Explicit-Formal-Share), concentrating on concepts of Chinese higher education.
The book is intended for scholars and researchers in the field of comparative higher education, administrators and stakeholders in education management and graduate students majoring in higher education.
表中的内容
Foreword.- Acknowledgements.- Section 1 Ontological Framework of Chinese Characteristic Higher Education.- Chapter 1 Introduction on Ontological Dimension.- Chapter 2 Comparing Western and Eastern Ontological Philosophy of Higher Education.- Chapter 3 Ontologically Conceptualizing Chinese Characteristic Higher Education.- Section 2 Epistemological Framework of Chinese Characteristic Higher Education.- Chapter 4 Mapping Chinese Characteristic Higher Education.- Chapter 5 Chinese Characteristic Education Strategy (1949-2018).- Chapter 6 Chinese Characteristic Talent Cultivation.- Chapter 7 Chinese Characteristic Leadership & Management.- Chapter 8 Chinese Characteristic Instructions and Curriculum.- Chapter 9 Trends and Implications of Chinese Characteristic Higher Education Reform.- Chapter 10 Issues and Strategy of Chinese Characteristic Faculty Academic Innovation.- Section 3 Conceptualizing and Contextualizng Chinese Characteristic Higher Education: Interviews of Chinese Experts.- Chapter 11 Conceptualizing and Contextualizing Chinese Higher Education: Interviews with Experts.
关于作者
Jian Li is an assistant professor at the China Institute of Education and Social Development at Beijing Normal University. She received her Ph.D. degree from Indiana University Bloomington, USA. Dr. Li’s general area of scholarship is the assessment of global competency and global learning within higher education institutions, an area in which she has pursued four themes: higher education policy and management; undergraduate students’ global learning performance assessment; faculty global perspective within higher education; and global learning and development as a framework for institutional research. Dr. Li has published over 20 articles and book chapters, and delivered over 30 workshops and seminars and more than 10 keynote, peer-reviewed and invited presentations throughout the U.S. and in Europe, Africa, and Asia.
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