Exploring the evolution and characteristics of the ischool movement in china

This study examines the evolution of current interests and emerging characteristics in library and information science (LIS) from Chinese iSchools, including an analysis of the LIS landscape, space distribution, citation, emerging characteristics, and collaborations. This study considers a non-parametric approach to outline the structure of the iSchool movement in China, while clustering analysis helped us obtain information about the descriptions generated within unsupervised learning groups. It was found that Chinese iSchools play an intermediary role in the international development of Chinese LIS, which further promotes the dissemination and exchange of knowledge and international cooperation in LIS.</p

Undergraduates’ Self-reported Learning Outcomes of General Education Courses: A Case Study of a Chinese Elite University

Based on a conceptual framework of college impact, this article studies the impact of gender, graduation paths, family cultural capital and disciplines on undergraduates’ self-reported learning outcomes of general education courses. The conclusions are as follows: female students report significantly higher learning outcomes of general education courses than male students; students who will enter the labor market after graduation report significantly higher learning outcomes of general education courses than students who will enter graduate school; students majoring in social sciences report higher learning outcomes of general education courses than students from other disciplines. Familial cultural capital has no significant influence on undergraduates’ self-reported learning outcomes of general education courses. This article makes exploratory explanations of the above results from two perspectives

CHALLENGES IN THE ADMINISTRATION OF SATELLITE UNIVERSITY CAMPUSES IN CHINA - A CASE STUDY BASED ON HARBIN INSTITUTE OF TECHNOLOGY, SHENZHEN

Running satellite campuses in different locations is a regular feature in Chinese society nowadays due to the combined result of the complexities in enrolling students, the restricted scale of schooling, geographical limitations, and government policies. With the Reform and Opening-up, some of China's underdeveloped cities have become new economic engines. At the same time, their lack of higher education resources has limited their development. However, some colleges and universities have started satellite campuses to break through these limitations. The Harbin Institute of Technology (Shenzhen), co-founded by the Harbin Institute of Technology (HIT) and the Shenzhen Municipal Government, is a satellite campus of Harbin Institute of Technology. The paper summarised and sorted out the existing studies, interviewed the students of the Shenzhen campus of the Harbin Institute of Technology. Through studying the current situation, existing problems and their causes have been analysed. It was concluded that the current crisis facing the Harbin Institute of Technology (Shenzhen) revolves around the following points: brand awareness, school size, government policies, international situation, as well as faculty and campus management. Based on the research findings, it was recommended that Harbin Institute of Technology (Shenzhen) improve their brand marketing, expand the scale, train teachers further, upgrade risk management and research, and put forward concrete measures for several aspects of the negotiations. Article visualizations

The cultural construction of Chinese universities based on the perspective of Confucian cultural practice

Culture is a source of national cohesion and creativity. In the context of China's national political orientation and higher education development, it has become increasingly important to address the formation of university campus culture, as both a link to cultural tradition and a basis for educating people in the present. The development of Chinese universities has been influenced on the one hand by Chinese culture, especially Confucian culture, and on the other hand by Western universities. However, the integration of Chinese culture and education in universities has not been ideal. Almost all Chinese universities have transplanted higher education systems from the Western English-speaking world, and most of them have not yet formed their own characteristics in development and governance. Hence the role and nature of traditional practices, and their relationship with Western practices, is a subject of great significance in the evolution of Chinese higher education. This dissertation investigates the practice of Confucian culture in universities in China and reviews the cultural origin, construction and improvement of Chinese universities. This study starts with the concepts of Confucian culture and Chinese university campus culture. It then sets down the methodology, which rests on an interpretive epistemology and constructivist approach. The study combines literature-based research and archival research methods, with qualitative interviews in two universities where understanding of Confucian ideas is relatively advanced: Peking University and Qufu Normal University. The researcher conducted semi-structured interviews with eight staff from these two institutions. Three levels of coding and text analysis were carried out in relation to the primary data. The study finds that both Chinese and Western practices emphasized similar functions of university education in the development of Chinese universities. However there was also a collision between Confucian family-based working structures and academic independence, and a conflict between Confucian values of moderation and Western ideas of competition and innovation. The study goes on to summarize the role of Confucian cultural practices in Chinese universities, in relation to teaching and learning, the campus environment, and organization and management. Looking at the specific practices of Peking University and Qufu Normal University, it identifies beneficial attempts to integrate Confucian culture into Chinese universities, including the establishment of Confucian research institutes (see Appendix H and I), and the integration of Confucian culture into classes and practical activities. At the same time, it also reflects on a series of problems that have arisen. Some college students have little sense of identity with Confucian culture, and the connection between Confucian culture and the curriculum is not always well established. Finally, based on the above findings, this study discusses how to improve the contribution of Confucian cultural practice in Chinese universities

Multinational perspectives on information technology from academia and industry

As the term \u27information technology\u27 has many meanings for various stakeholders and continues to evolve, this work presents a comprehensive approach for developing curriculum guidelines for rigorous, high quality, bachelor\u27s degree programs in information technology (IT) to prepare successful graduates for a future global technological society. The aim is to address three research questions in the context of IT concerning (1) the educational frameworks relevant for academics and students of IT, (2) the pathways into IT programs, and (3) graduates\u27 preparation for meeting future technologies. The analysis of current trends comes from survey data of IT faculty members and professional IT industry leaders. With these analyses, the IT Model Curricula of CC2005, IT2008, IT2017, extensive literature review, and the multinational insights of the authors into the status of IT, this paper presents a comprehensive overview and discussion of future directions of global IT education toward 2025

Comparative Literacy: The Approach to Library Research from an International Perspective

The exchange program with the LCAS in Beijing is but one of three initiatives taken by Seton Hall librarians to share information about perceptions and practices involving information literacy abroad. The other two involve: 1. a collaboration with the Bochum University Library at the University of Bochum Germany, in which we explored pedagogies employed during information literacy instruction sessions, and 2. an exploration of the behavioral differences between American and Danish students while doing academic research, based on use of the SWIM (Streaming Webbased Information Modules) tutorial. The purpose of this essay is to report on our collaborations with librarians in other parts of the world. It is hoped that the knowledge learned and shared during our international partnerships in a variety of venues can contribute to an understanding of how information literacy training and learning vary, based on cultural differences between Western and Eastern (or European and American) academic institutions

Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach

Ethics and taxation : a cross-national comparison of UK and Turkish firms

This paper investigates responses to tax related ethical issues facing busines