Compared to the training of higher education management professionals in the US,the training of their counterparts in China is relatively modest,with few programs offered at the graduate level.Further,few concrete sol...Compared to the training of higher education management professionals in the US,the training of their counterparts in China is relatively modest,with few programs offered at the graduate level.Further,few concrete solutions have been proposed for tackling the challenge of preparing managerial professionals for the sound development of higher educational institutions in China.Based on existing theories and practices associated with professionalization and findings from the literature and data collected from universities both in China and the US,this paper examines the training of higher education professionals from a comparative perspective in the two countries.With the intention of identifying the characteristics of“best practices”for the training and education of institutional executives,in an effort to provide possible suggestions for the future development of higher management training in China,the paper will discuss the topic from two perspectives:short-term in-service training programs and formal PhD and EdD programs.展开更多
Along with the“massification”of higher education in China since the late 1990s,the issue of quality and excellence appeared at the top of China's higher education agenda.Since faculty evaluation of teaching is o...Along with the“massification”of higher education in China since the late 1990s,the issue of quality and excellence appeared at the top of China's higher education agenda.Since faculty evaluation of teaching is one of the major approaches adopted by China's higher education sector to pursue quality and excellence,it is valuable to examine the effectiveness of faculty evaluation of teaching practices adopted by the Chinese higher education institutions(HEIs).Study of current literature reveals some similarities and differences between the faculty evaluation of teaching policies and practices between Chinese and American higher education sectors.This paper examines the specific practices adopted by some top-tier Chinese HEIs and American elite colleges and universities,summarizes and analyzes the major differences and similarities of faculty evaluation of teaching practices between these two countries'top-tier HEIs,and discusses the applicability of the American models to the Chinese setting of higher education.Finally,a set of best practices regarding faculty evaluation of teaching are proposed for Chinese HEIs.展开更多
文摘Compared to the training of higher education management professionals in the US,the training of their counterparts in China is relatively modest,with few programs offered at the graduate level.Further,few concrete solutions have been proposed for tackling the challenge of preparing managerial professionals for the sound development of higher educational institutions in China.Based on existing theories and practices associated with professionalization and findings from the literature and data collected from universities both in China and the US,this paper examines the training of higher education professionals from a comparative perspective in the two countries.With the intention of identifying the characteristics of“best practices”for the training and education of institutional executives,in an effort to provide possible suggestions for the future development of higher management training in China,the paper will discuss the topic from two perspectives:short-term in-service training programs and formal PhD and EdD programs.
文摘Along with the“massification”of higher education in China since the late 1990s,the issue of quality and excellence appeared at the top of China's higher education agenda.Since faculty evaluation of teaching is one of the major approaches adopted by China's higher education sector to pursue quality and excellence,it is valuable to examine the effectiveness of faculty evaluation of teaching practices adopted by the Chinese higher education institutions(HEIs).Study of current literature reveals some similarities and differences between the faculty evaluation of teaching policies and practices between Chinese and American higher education sectors.This paper examines the specific practices adopted by some top-tier Chinese HEIs and American elite colleges and universities,summarizes and analyzes the major differences and similarities of faculty evaluation of teaching practices between these two countries'top-tier HEIs,and discusses the applicability of the American models to the Chinese setting of higher education.Finally,a set of best practices regarding faculty evaluation of teaching are proposed for Chinese HEIs.
