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Higher education has long established primary importance to the formation of students, manifest in ideas such as Confucian xiushen (self-cultivation) and Bildung. However, despite the shared focus on the idea of humans becoming humans, xiushen and Bildung are built on divergent philosophical traditions. The divergence has led to varied practice in individual formation. This paper conceptually explores, compares, and searches for potential combination of the ideas of xiushen and Bildung in higher education. As such, it provides new insights into student formation in higher education. Specifically, it is argued that the best situation for individual formation is when individual agency is harmonised with the external environment. This points to two essential considerations for student formation in higher education: students’ agency and the necessary support from society and higher education institutions.
Lili Yang. Student formation in higher education: a comparison and combination of Confucian xiushen (self-cultivation) and Bildung. Higher Education 2021, 1 -18.
AMA StyleLili Yang. Student formation in higher education: a comparison and combination of Confucian xiushen (self-cultivation) and Bildung. Higher Education. 2021; ():1-18.
Chicago/Turabian StyleLili Yang. 2021. "Student formation in higher education: a comparison and combination of Confucian xiushen (self-cultivation) and Bildung." Higher Education , no. : 1-18.
China has launched a series of talent-recruitment policies in the last years, in order to attract back Chinese nationals who stayed abroad. Yet, little is known about the effect of such policies. This paper examines whether researchers recruited in one of the Chinese flagship talent-recruitment policies—the ‘Young Thousand Talents’ policy (Y1000T)—had, in the following years after recruitment, better research performance. We compare these recipients against other Chinese nationals who got PhDs in equally prestigious non-Chinese universities but continued to work abroad (mostly in the USA). Results of difference-in-differences regressions show that returning to China has an effect of positioning returnees both at the bottom and at the very summit of the distribution of quality of publications. Nevertheless, some Y1000T researchers seem to have prioritized the quantity of outputs, arguably to the detriment of quality. This is probably due to certain research evaluation criteria in place until recent times.
Giulio Marini; Lili Yang. Globally Bred Chinese Talents Returning Home: An Analysis of a Reverse Brain-Drain Flagship Policy. Science and Public Policy 2021, 1 .
AMA StyleGiulio Marini, Lili Yang. Globally Bred Chinese Talents Returning Home: An Analysis of a Reverse Brain-Drain Flagship Policy. Science and Public Policy. 2021; ():1.
Chicago/Turabian StyleGiulio Marini; Lili Yang. 2021. "Globally Bred Chinese Talents Returning Home: An Analysis of a Reverse Brain-Drain Flagship Policy." Science and Public Policy , no. : 1.
The paper compares Anglo-American and Chinese approaches to the outcomes of higher education, primarily but not solely collective outcomes, by examining the Western domain of ‘public good’ and ‘public goods’ and parallel or near parallel activities in China. It reviews scholarly discourses of society, state and higher education in the respective political cultures (‘traditions’), including individualism and collectivism, university autonomy, the critical function, higher education in civil society, and global tianxia and global common good. A key issue in symmetrical cross-cultural comparison is the position from which it is made; and as well as elucidating similarities and differences the paper develops what Sen calls a ‘trans-positional’ view based on integrating the two positional views. The two traditions are not closely aligned. However, aside for the Anglo-American public/private dualism in economics (which occludes collective outcomes), all ideas in both traditions can contribute to transpositional understanding of the individualised and collective outcomes of higher education.
Simon Marginson; Lili Yang. Individual and collective outcomes of higher education: a comparison of Anglo-American and Chinese approaches. Globalisation, Societies and Education 2021, 1 -31.
AMA StyleSimon Marginson, Lili Yang. Individual and collective outcomes of higher education: a comparison of Anglo-American and Chinese approaches. Globalisation, Societies and Education. 2021; ():1-31.
Chicago/Turabian StyleSimon Marginson; Lili Yang. 2021. "Individual and collective outcomes of higher education: a comparison of Anglo-American and Chinese approaches." Globalisation, Societies and Education , no. : 1-31.
This study compares the ideas of social equity in the liberal Anglo-American and Chinese political cultures and seeks potential hybridisations. Through a conceptual examination of scholarly works, this study identifies differences and similarities of social equity between the two political cultures. A common conceptual bridge, deriving from the comparison and hybridisation, is further developed for the discussion of social equity and equity in higher education across the two cultures. The common bridge consists of four constitutes of social equity: political and civil equality, social and economic equality, equality of opportunity and equality of potential and freedom to achieve, the last of which is new hybridity of the two political cultures. This study argues that the hybridity – equality of potential and freedom to achieve – is enlightening to the discussion of equity in higher education as well as social equity across contexts.
Lili Yang. Social equity and equity in higher education: A comparison of the liberal Anglo-American and Chinese political cultures. International Journal of Educational Development 2021, 84, 102403 .
AMA StyleLili Yang. Social equity and equity in higher education: A comparison of the liberal Anglo-American and Chinese political cultures. International Journal of Educational Development. 2021; 84 ():102403.
Chicago/Turabian StyleLili Yang. 2021. "Social equity and equity in higher education: A comparison of the liberal Anglo-American and Chinese political cultures." International Journal of Educational Development 84, no. : 102403.
The paper employs a glonacal agency heuristic to explore how certain research-intensive Chinese universities exercise agency in response to global and national impacts in creating the world-class university. Two global forces (international scholarly discussions on the world-class university and global university rankings) and one national force (China’s Double First-Class Project) are considered. Through an in-depth document analysis of 41 Chinese research-intensive universities’ strategic plans, it is revealed that the universities have designed mainly three strategies to reply to the impacts. The first is to actively embrace global impacts, while looking for national supports for the embracement; the second is to partly draw on global forces while taking into account national considerations; and the third is to primarily draw on national forces while being minimally influenced by global forces. The three strategies point to possible ways for non-Western universities to balance global and national influences in their development, and reflect potential contributions of universities, as local organisational agencies, to global higher education.
Lili Yang; Jiale Yang; Chuanyi Wang. The research-intensive university in a glonacal higher education system: the creation of the world-class university in China. Journal of Higher Education Policy and Management 2021, 1 -20.
AMA StyleLili Yang, Jiale Yang, Chuanyi Wang. The research-intensive university in a glonacal higher education system: the creation of the world-class university in China. Journal of Higher Education Policy and Management. 2021; ():1-20.
Chicago/Turabian StyleLili Yang; Jiale Yang; Chuanyi Wang. 2021. "The research-intensive university in a glonacal higher education system: the creation of the world-class university in China." Journal of Higher Education Policy and Management , no. : 1-20.
Against the backdrop of the COVID-19 outbreak, an emergency policy initiative called “Suspending Classes Without Stopping Learning” was launched by the Chinese government to continue teaching activities as schools across the country were closed to contain the virus. However, there is ambiguity and disagreement about what to teach, how to teach, the workload of teachers and students, the teaching environment, and the implications for education equity. Possible difficulties that the policy faces include: the weakness of the online teaching infrastructure, the inexperience of teachers (including unequal learning outcomes caused by teachers’ varied experience), the information gap, the complex environment at home, and so forth. To tackle the problems, we suggest that the government needs to further promote the construction of the educational information superhighway, consider equipping teachers and students with standardized home-based teaching/learning equipment, conduct online teacher training, include the development of massive online education in the national strategic plan, and support academic research into online education, especially education to help students with online learning difficulties.
Wunong Zhang; Yuxin Wang; Lili Yang; Chuanyi Wang. Suspending Classes Without Stopping Learning: China’s Education Emergency Management Policy in the COVID-19 Outbreak. Journal of Risk and Financial Management 2020, 13, 55 .
AMA StyleWunong Zhang, Yuxin Wang, Lili Yang, Chuanyi Wang. Suspending Classes Without Stopping Learning: China’s Education Emergency Management Policy in the COVID-19 Outbreak. Journal of Risk and Financial Management. 2020; 13 (3):55.
Chicago/Turabian StyleWunong Zhang; Yuxin Wang; Lili Yang; Chuanyi Wang. 2020. "Suspending Classes Without Stopping Learning: China’s Education Emergency Management Policy in the COVID-19 Outbreak." Journal of Risk and Financial Management 13, no. 3: 55.
Lili Yang. Christopher J. Johnstone and Li Li Ji (eds.): The rise of China-U.S. international cooperation in higher education: views from the field. Higher Education 2018, 78, 189 -191.
AMA StyleLili Yang. Christopher J. Johnstone and Li Li Ji (eds.): The rise of China-U.S. international cooperation in higher education: views from the field. Higher Education. 2018; 78 (1):189-191.
Chicago/Turabian StyleLili Yang. 2018. "Christopher J. Johnstone and Li Li Ji (eds.): The rise of China-U.S. international cooperation in higher education: views from the field." Higher Education 78, no. 1: 189-191.