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Prof. Zhimin Liu
Nanjing Agricultural University

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Research article
Published: 17 December 2020 in Compare: A Journal of Comparative and International Education
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The internationalisation of higher education is a dynamic and specific process that is continuously shaped by the context in which it occurs. This article reports on a study that explored perceptions on the internationalisation concept and how it manifests in public universities in Kenya. The article harnesses a phenomenographic analysis approach that aims at revealing the perceptions of both students and academics on the internationalisation phenomenon. It illuminates three qualitatively different perceptions and understandings of internationalisation and explores the implications for practice on three aspects of higher education: Academic, Administrative and Socio-cultural. This article extends the literature on the internationalisation of higher education by providing local understandings and manifestations of the process, a critical starting point towards designing the practice of internationalisation in universities in Kenya and Africa at large.

ACS Style

Gladys Mutinda; Zhimin Liu. Perceptions on the internationalisation of higher education in public universities in Kenya and the implications for practice-a phenomenographic approach. Compare: A Journal of Comparative and International Education 2020, 1 -20.

AMA Style

Gladys Mutinda, Zhimin Liu. Perceptions on the internationalisation of higher education in public universities in Kenya and the implications for practice-a phenomenographic approach. Compare: A Journal of Comparative and International Education. 2020; ():1-20.

Chicago/Turabian Style

Gladys Mutinda; Zhimin Liu. 2020. "Perceptions on the internationalisation of higher education in public universities in Kenya and the implications for practice-a phenomenographic approach." Compare: A Journal of Comparative and International Education , no. : 1-20.

Journal article
Published: 19 March 2020 in Sustainability
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According to poststructuralists, workers with higher level of education and possession of potential experience are supposed to have higher wages. Yet, there are plausible questions that arise as to what levels of education or work history are needed for the enhancement of wage discrimination. Additionally, the outcomes arising from rehashing years of schooling are worth considering. We used a several methods, employing the administrative Household Integrated Economic Survey (HIES) data from Pakistan without ignoring environmental effects. Our estimated results support the conventional assumptions of linearity of log-wage. First, we found substantial returns for postgraduate diploma holders in both public and private sectors, even after controlling the individual’s heterogeneity. Second, we did notice a significant divergence in return to low-level education (LLE) and job history. Third, rehashing years of education may create suspiciousness regarding the lack of competence. Our results suggest that continuous investment in human capital toward postgraduate diploma may result in higher premiums.

ACS Style

Zhimin Liu; Aftab Ahmed Memon; Woubshet Negussie; Haile Ketema. Interpreting the Sustainable Development of Human Capital and the Sheepskin Effects in Returns to Higher Education: Empirical Evidence from Pakistan. Sustainability 2020, 12, 2393 .

AMA Style

Zhimin Liu, Aftab Ahmed Memon, Woubshet Negussie, Haile Ketema. Interpreting the Sustainable Development of Human Capital and the Sheepskin Effects in Returns to Higher Education: Empirical Evidence from Pakistan. Sustainability. 2020; 12 (6):2393.

Chicago/Turabian Style

Zhimin Liu; Aftab Ahmed Memon; Woubshet Negussie; Haile Ketema. 2020. "Interpreting the Sustainable Development of Human Capital and the Sheepskin Effects in Returns to Higher Education: Empirical Evidence from Pakistan." Sustainability 12, no. 6: 2393.

Journal article
Published: 14 May 2019 in Sustainability
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In the 21st century, sustainability and indicators of world-class universities have come within the scope of an academic cottage industry. The complex problem of university sustainability implies a big challenge for countries and educators to implement important strategies in an integrated and comprehensive way. This paper highlights and analyzes the sustainability indicators of universities included as newly formed world-class universities (NFWCUs) in the top 100 from 2010 and 2018. The integration of three global ranking scales—the Academic Ranking of World Universities (ARWU), the Quacquarelli–Symonds World University Ranking (QS) and the Times Higher Education World University Rankings (THEs)—allows us to minimize the impact of the methodology used. This study integrates regression analysis by using statistical grouping, case studies and normative analysis. Our principal findings are as follows: among the commonly ranked top 100 universities in 2018, the ARWU, QS and THE counted 57, compared with 47 in 2010. Thus, comparing 2010 and 2018 shows that 44 of the universities appeared simultaneously in ARWU, QS and THE rankings and maintained a sustainable position in any ranking system in the family of top 100 groups. Three lower-ranked NFWCUs in the hybrid list for 2010 lost their ranking and did not appear in the group of top 100 universities in 2018, which are covered by some catch-up and young universities. The NFWCUs were from US, Australia, China, Singapore, Germany and Belgium. By systematic comparison, the US and UK continued to dominate the stability of NFWCUs in 2010 and 2018. The key sustainability indicators include a high concentration of talent, abundant resources to offer a rich learning environment and conduct advanced research. Generally, the factors were negatively associated with ranking suggesting that a higher score result in top ranking and vice versa. Teaching, research, citation and international outlook were negatively correlated with THE ranking in 2018. Similarly, Alumni and PUB were negatively associated with ARWU ranking in 2018. All factors except international student ratio were significantly correlated in QS ranking either in 2010 or 2018, where negative association was observed. The significant contribution of our study is to highlight that for the sustainability of universities, it is necessary to have an increasing emphasis on the effectiveness and efficiency of government-supported research, stability of investments and more approaches to employ international initiatives. The results also confirm the appropriate governance, developing global students and place emphasis on science and technology as additional factors in the approaches of pathways to NFWCUs, with delivery of outstanding educational programs and comprehensive internationalization as a key indicator for performance improvement and global university ranking systems.

ACS Style

Zhimin Liu; Goodluck Jacob Moshi; Cynthia Mwonya Awuor. Sustainability and Indicators of Newly Formed World-Class Universities (NFWCUs) between 2010 and 2018: Empirical Analysis from the Rankings of ARWU, QSWUR and THEWUR. Sustainability 2019, 11, 2745 .

AMA Style

Zhimin Liu, Goodluck Jacob Moshi, Cynthia Mwonya Awuor. Sustainability and Indicators of Newly Formed World-Class Universities (NFWCUs) between 2010 and 2018: Empirical Analysis from the Rankings of ARWU, QSWUR and THEWUR. Sustainability. 2019; 11 (10):2745.

Chicago/Turabian Style

Zhimin Liu; Goodluck Jacob Moshi; Cynthia Mwonya Awuor. 2019. "Sustainability and Indicators of Newly Formed World-Class Universities (NFWCUs) between 2010 and 2018: Empirical Analysis from the Rankings of ARWU, QSWUR and THEWUR." Sustainability 11, no. 10: 2745.

Journal article
Published: 07 May 2019 in Sustainability
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Given the transitive challenges in the labor market, education can provide a sustainable developmental map for worldwide economic prosperity. Deep understanding of the dynamics of human capital, reflecting earnings aspirations in the labor market, indicates the need for policy makers to monitor and modify pedagogical curricula to meet the supply/demand of markets based on scientific evidence. In this study, we propose a methodology based on a household integrated economic survey (HIES) and, using different models, assess the impact of attained education and returns on the practical utility of skills within the context of a transitive labor market. We observe that effort levels are snowballing and rejection rates are declining for people with higher education (HE), whereas wage offers decline for people with low education (LE). Our results reveal significant differences in the supply/demand factors of both the public and private markets’ one-shot and continual affiliations. We conclude the impact of sheepskin effects and the implication of our findings.

ACS Style

Aftab Ahmed Memon; Zhimin Liu. Assessment of Sustainable Development of the Performance of Higher Education Credentials in the Transitive Labor Market. Sustainability 2019, 11, 2628 .

AMA Style

Aftab Ahmed Memon, Zhimin Liu. Assessment of Sustainable Development of the Performance of Higher Education Credentials in the Transitive Labor Market. Sustainability. 2019; 11 (9):2628.

Chicago/Turabian Style

Aftab Ahmed Memon; Zhimin Liu. 2019. "Assessment of Sustainable Development of the Performance of Higher Education Credentials in the Transitive Labor Market." Sustainability 11, no. 9: 2628.

Journal article
Published: 06 September 2016 in Higher Education Studies
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Due to certainty recognition in ranking systems, the commonly included top 100 universities are regarded as the Universally Acknowledged World-Class Universities (UAWCUs). From three university rankings-THEs, QS and ARWU from 2010 to 2015, the following conclusions can be drawn from this study: Firstly, 56 universities are commonly ranked in the top 100 by THEs, QS and ARWU in 2015, comparing with that of 47 in 2010; Secondly, comparison between 2010 and 2015 reveals that 44 of these higher ranked UAWCUs have kept on the group of top 100 universities in any ranking system. However, three lower ranked UAWCUs in 2010 have dropped out the group of top 100 universities in 2015, which are replaced by some progressed universities; Thirdly, both US and UK have nearly 3/4 and 2/3 of these UAWCUs in 2010 and 2015, respectively; Lastly, this paper denotes that consistently strives to build on its strong reputation for research excellence, consistently pursuing innovative research, delivering excellence in teaching through internationalization, obtaining support from the government would be the critical factors to promote UAWCUs to improve their performance and rankings.

ACS Style

Lu Liu; Zhimin Liu. The Variation of Universally Acknowledged World-Class Universities (UAWCUs) between 2010 and 2015: An Empirical Study by the Ranks of THEs, QS and ARWU. Higher Education Studies 2016, 6, 54 .

AMA Style

Lu Liu, Zhimin Liu. The Variation of Universally Acknowledged World-Class Universities (UAWCUs) between 2010 and 2015: An Empirical Study by the Ranks of THEs, QS and ARWU. Higher Education Studies. 2016; 6 (4):54.

Chicago/Turabian Style

Lu Liu; Zhimin Liu. 2016. "The Variation of Universally Acknowledged World-Class Universities (UAWCUs) between 2010 and 2015: An Empirical Study by the Ranks of THEs, QS and ARWU." Higher Education Studies 6, no. 4: 54.

Journal article
Published: 01 May 2015 in Higher Education
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The top-ranking world-class universities in agricultural science denote those universities which are globally popular with agriculture-related subjects. The paper synthesizes the results of three different ranking scales (NTU, QS and ARWU) of top 50 universities in agriculture subject in 2013. The overlapped parts have been synchronized to derive the following four classifications: A (agricultural universities amalgamated with others to be an agricultural comprehensive university), R (agricultural universities re-named to be a comprehensive university), M (agricultural universities merged into other units to form or to be a part of a comprehensive university) and C (comprehensive university’s agricultural colleges or departments all the time). The following conclusions can be drawn: the majority (up to 94 %) of these universities are comprehensive ones (combination of R, M and C), and only 6 % of them are purely named agricultural universities; merging, renaming and comprehending are the three paths of agricultural universities’ development; and to be a world-class university, it is necessary to have more than 9 ESI 1 % advantage subjects among the following: Plant and Animal Science, Environmental Science/Ecology, Biology and Biochemistry, Clinical Medicine, Chemistry, Engineering, Agricultural Sciences, Social Sciences/General, Molecular Biology and Genetics, Pharmacology and Toxicology and Geosciences. It would be possible for specialized universities to be world-class universities in their fields by being a major concentration of teaching and research as well as extending other subjects through merging and renaming.

ACS Style

Zhimin Liu; Simon Kibet Kipchumba; Lu Liu. Paths for world-class universities in agricultural science. Higher Education 2015, 71, 97 -118.

AMA Style

Zhimin Liu, Simon Kibet Kipchumba, Lu Liu. Paths for world-class universities in agricultural science. Higher Education. 2015; 71 (1):97-118.

Chicago/Turabian Style

Zhimin Liu; Simon Kibet Kipchumba; Lu Liu. 2015. "Paths for world-class universities in agricultural science." Higher Education 71, no. 1: 97-118.