Relevant bibliographies by topics / Chinese academics

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Chinese academics'

Author: Grafiati
Published: 11 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Chinese academics"

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Lu, Jinjin. "Publish or Perish in Social Science?" Asian Journal of Social Science 47, no. 4-5 (2019): 484–507. http://dx.doi.org/10.1163/15685314-04704004.

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Abstract The national “Double First-class” strategic plan, a new ambitious higher education policy, which was officially launched at the end of September 2017. This emphasises that 42 Chinese universities have a target of being ranked in the global “First-class” category within ten years. Under the guidance of the strategic plan, Chinese academics in Humanities and Social Sciences (HSS) will face significant opportunities and challenges. Compared with those in Science and Technology (S&T), academics in the HSS have less internationalisation in terms of academic discourse power. This study used a mixed-research method to investigate Chinese HSS academics’ perceptions of this innovative strategic plan across different types of universities, academics’ ranks and locations of academic training. Findings showed that these three variables have significant influences on Chinese academics’ perceptions in research publications, research policy understandings and academic promotion strategies.
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Marini, Giulio, and Xin Xu. "Big Fishes in a Big Pond: A Comparison Between Foreign and Chinese Academics’ Research Influence in Mainland China." International Journal of Chinese Education 12, no. 1 (2023): 2212585X2211452. http://dx.doi.org/10.1177/2212585x221145244.

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This article investigates the research influence (as indicated by citations and the SCImago quartile classification of target journal of publication) as per Global Western standards of foreign and Chinese academics in mainland China. The focus on research influence echoes the policy shifts in Chinese research from quantity to quality. This study analyses Scopus publications by foreign academics working in 15 research-intensive Chinese universities, comparing them with publications by Chinese colleagues in the same meso-institutional level (departments, schools, institutes) with same sex and academic rank, but with a doctoral degree attained in China. Findings show that foreign academics’ publications attract more citations, and, once checking by covariates, they are also more likely to publish in first quartile Scimago journals. Chinese academics’ publications, in comparison, tend to be in journals with higher Scimago quartile ranks on average. The study also reveals that foreign academics have more international co-authorships than their Chinese counterparts, despite this latter point being not necessarily conducive of more influent research.
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Lai, Manhong. "Challenges faced by Chinese academics in the academic heartland." Journal of Further and Higher Education 34, no. 2 (2010): 271–90. http://dx.doi.org/10.1080/03098771003695916.

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Lei, Ling, and Shibao Guo. "Conceptualizing virtual transnational diaspora: Returning to the ‘return’ of Chinese transnational academics." Asian and Pacific Migration Journal 29, no. 2 (2020): 227–53. http://dx.doi.org/10.1177/0117196820935995.

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Transnational migration brings to the fore the various social and professional connections migrants maintain with their home and sojourn countries. Drawing on a qualitative case study with 12 Chinese transnational academics in the field of the social sciences and humanities in three higher education institutions in Beijing, China, this article explores their transnational ways of being and belonging. Informed by the theoretical lens of transnational diaspora, our study indicates that the concept of “returnee” is too restricted to capture the transnational work and learning practices and the self-identification of Chinese transnational academics. Our analysis reveals that the study-abroad experience as a PhD student shapes the multiple and simultaneous ways of being and ways of belonging of the transnational academics in relation to China, the host countries where they pursued doctoral studies and, increasingly, de-territorialized transnational academic communities. Mobilizing digital communication technologies, they create spaces to negotiate their identities as researchers, ethnic Chinese and members of transnational academic communities. Their work and learning in transnational spaces have contributed to the formation of virtual transnational diaspora characterized by the inter-dependence of academics across borders.
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Futao, Huang. "The Changing Dynamics of Chinese Academics." Chinese Education & Society 48, no. 4 (2015): 245–47. http://dx.doi.org/10.1080/10611932.2015.1148470.

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Masood, Ehsan. "Chinese academics share human rights prize." Nature 375, no. 6529 (1995): 269. http://dx.doi.org/10.1038/375269a0.

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Zhao, Xiantong, and Xu Liu. "Academic Visits as Transformative Learning Opportunities: The Case of Chinese Visiting Academics." SAGE Open 12, no. 4 (2022): 215824402211347. http://dx.doi.org/10.1177/21582440221134795.

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Cross-border academic visits by university faculty members are becoming prevalent globally. Unlike previous research, which has focused on the cross-cultural adaptation arising from the cross-border movement of people, we view scholars’ visiting experiences as a learning opportunity in light of Mezirow’s transformative learning theory (TLT). We employ Addleman et al.’s three-stage proposal to better understand the transformative learning process of Chinese visiting scholars. Drawing on Hoggan’s typology, we identify changes in scholars’ worldviews, selves, and behavior as outcomes of transformative learning. We conclude that international experience is beneficial for scholars and call for more study abroad opportunities for Chinese university faculty.
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Kim, Kyung Hee, and Yi Hua. "How Cultural Parenting Impacts Children’s Academics and Creativity." Creativity. Theories – Research - Applications 6, no. 2 (2019): 198–222. http://dx.doi.org/10.1515/ctra-2019-0012.

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AbstractParent-child interactions are influenced by cultural expectations, beliefs, and values. Chinese parenting is shaped by Confucian principles. Chinese children tend to be more academically successful but less creative than American children. Yet, little is known about how actual parent-child interactions might contribute to this finding. We conducted three case studies using a social constructivist approach to parenting to explore how parent-child interactions in early childhood education might influence children’s academics and creativity. We studied 11 participants from three families: Chinese, interracial (Chinese mother and American father), and American. Through interviews, observations, and artifacts, we found that parenting decisions are influenced by parents’ cultural climates. Chinese parents trained children to learn for academic achievement; American parents encouraged children to pursue their own interests; and inter-racial parents did some of both.
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Zhang, Li-fang. "Do Personality Traits Matter in Chinese Academics’ Teaching Approaches?" Journal of Cognitive Education and Psychology 15, no. 3 (2016): 464–76. http://dx.doi.org/10.1891/1945-8959.15.3.464.

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This research aimed at identifying the statistically predictive relationship of personality traits to teaching approaches. The NEO Five-Factor Inventory and the Approaches to Teaching Inventory were administered to 268 academics from six elite universities in mainland China. Results showed that personality traits significantly contributed to teaching approaches beyond gender, type of institution, and taught academic discipline. Specifically, as expected, openness was beneficial to the conceptual-change teaching approach, whereas neuroticism was conducive to the information-transmission teaching approach. Furthermore, extraversion was related to the conceptual-change teaching approach, whereas agreeableness was associated with the information-transmission teaching approach. Implications of these findings are discussed with respect to academics and university senior managers.
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Huang, Ya-Ting, and Jian Xu. "Surviving the performance management of academic work: evidence from young Chinese academics." Higher Education Research & Development 39, no. 4 (2019): 704–18. http://dx.doi.org/10.1080/07294360.2019.1685946.

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Dissertations / Theses on the topic "Chinese academics"

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Li, Feng Edward Education Faculty of Arts &amp Social Sciences UNSW. "A cross-cultural study of Australian and Chinese university academics?? work motivation." Publisher:University of New South Wales. Education, 2009. http://handle.unsw.edu.au/1959.4/42794.

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This study examined university academics?? valence for teaching and research, and the relationships between the valence and self-efficacy for teaching and research, with an Australian and a Chinese sample. In addition, the study also investigated modelling of research activity and Chinese university academics?? attributions, experience of western research activities, and ingroup and outgroup relationships between models and observers. Design and conduct of the research was guided by a theoretical framework. Several hypotheses were generated and tested, and research questions were answered. Quantitative surveys and qualitative interviews were used in this study. The quantitative analysis comprised exploratory factor analysis and multiple regression analysis, and content analysis was used for free responses in the surveys and the interview data from the sample of Chinese academics. Within the context of the research, the results suggested that valence for academic work may be related to university academics?? cultural orientation and their self-efficacy for academic work. The study also suggested that observing modelling by others may have been related to the Chinese university academics?? self-efficacy for research. Effects of modelling and the Chinese academics?? attributions for models?? success in research appeared to be moderated by ingroup and outgroup relationships between the models and observers. Moreover, overseas experience was found to be the most important external attribution for Chinese models?? success in research.
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Bai, Li. "Enhancing research productivity of TEFL academics in China." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/41732/1/Li_Bai_Thesis.pdf.

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As research has become an important indicator of TEFL academics’ overall performance in Chinese higher education institutions, it is critical that TEFL academics are able to meet the expectation of conducting research. This mixedmethod study investigated research productivity of Chinese TEFL academics and associated influences, with the ultimate objective of constructing a framework to help build their research capacity in the future. Using an initial survey, the study provided a snapshot of research productivity of 182 TEFL academics from three Chinese higher education institutions, and individual and institutional characteristics that influenced their research productivity. Using interviews and documents as the data sources, the subsequent qualitative case study of two purposively-sampled Chinese TEFL departments provided insights into Chinese TEFL academics’ perceptions about research, and individual, institutional and departmental efforts in meeting the research expectation. The findings from this study revealed that the 182 Chinese TEFL academics’ research productivity during 2004-2008 was relatively low as a whole as was the quality of their research. This study identified four influences that impacted on Chinese TEFL academics’ research productivity: TEFL disciplinary influences, institutional and departmental research environments, individual characteristics desirable for research, and TEFL academics’ perceptions about research. Drawing upon the above findings from this study, a Framework towards Enhancing Chinese TEFL Academics’ Research Productivity (FECTARP) was constructed. The FECTARP synthesised the findings from the study, and presented a framework for Chinese institutions and TEFL departments to enhance their TEFL academics’ research capacity.
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Tang, Lai La. "An exploratory study of Hong Kong Chinese students' conceptions and experiences of academics' care within a higher education context." Thesis, Durham University, 2017. http://etheses.dur.ac.uk/11998/.

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This research investigated Hong Kong Chinese undergraduate students’ conceptions and experiences of academics’ care and examined its pedagogical implications within a higher education context. Three purposes framed this study: 1) To explore the conceptions of academics’ care amongst Hong Kong Chinese undergraduate students; 2) To investigate Hong Kong Chinese undergraduate students’ perceived attributes of academics’ care and the perceived effects of academics’ care on learning and development in Hong Kong; and 3) To draw the implications of caring pedagogy for Hong Kong Chinese undergraduate students’ learning and academic development in Hong Kong. The empirical data were collected from final-year students in the naturalistic setting of a Hong Kong university. By applying a qualitative research design, purposive sampling was used to select students who had experienced academics’ care during their university study. Data sources included in-depth interviews, write-up accounts and researcher’s notes. Thematic analysis was used to identify the themes emerged from the informants’ narrative accounts of academics’ care. Data quality procedures, included triangulation, member checks and audit trail, were followed to ensure research rigour. Results indicated that academics’ care was conceptualized as a continuum of care, moving along the continuum from “Pedagogical Care” to “Holistic Care” and then to “Sustainable Care”. This continuum featured a deepening of mutuality, responsiveness and reciprocity. A dual overarching theme of “Safety Net” and “Sustainable Bonding” were identified in conceptualizing academics’ care in a university context. This thesis thus proposed a model of caring in higher education rested on three overlapping domains of the relational zone, attachment behaviour and the socio-cultural context. This thesis has contributed to an under-researched area of caring pedagogy in a university context. The significant role of academics’ care in students’ learning, development and well-being has been discerned as a key construct of the socio-culture of care within the Chinese context. Implications were thus offered for future research on caring pedagogy, and for policymakers, university administrators and teachers in further exploring the opportunities presented by integrating care into teaching practices.
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Dong, Pingrong. "Identity and style in intercultural institutional interaction : a multi-modal analysis of supervision sessions between British academics and Chinese students." Thesis, Available from the University of Aberdeen Library and Historic Collections Digital Resources, 2009. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=56253.

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Ng, Yuk-lan, and 吳玉蘭. "Sesshu and Chinese academic painting." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hdl.handle.net/10722/210304.

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Ng, Yuk-lan. "Sesshu and Chinese academic painting." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20565653.

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Huang, Shan. "University teachers' perspectives on the impact of quality assurance policies in Chinese higher education : three institutional case studies." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:0d2e39ff-c4a3-4ed4-94c7-9d0728f99c06.

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In the light of growing concerns regarding the quality of higher education after a period of rapid expansion, in 2003, the Chinese government launched the Undergraduate Teaching Evaluation (UTE), the first nation-wide evaluation of universities. In 2008, the UTE was replaced by the Quality Project, which signalled a change in its quality assurance approach, with a move from evaluations to the issuing of awards. In order to investigate the impact of the two national quality assurance policies, along with the impact of two long-standing internal quality assurance mechanisms employed by universities - class observation and student evaluation of teachers - on teaching, the researcher adopted policy analysis and a case study approach. Three different universities in the same region were selected as cases. Semi-structured interviews with 56 heads of department and teachers across three departments at each university were conducted. National and university policy documents, as well as interview data, were analysed thematically in the light of concepts derived from the political sciences, namely Knoepfel et al.'s (2007; 2011) framework for policy analysis and Schneider and Ingram's (1990) classification of policy tools. University policies and interview data revealed the patterns of impact of these two quality assurance policies. Faced with the UTE inspection, universities shifted their focus from assuring the quality of teaching to achieving good results in the exercise and therefore engaging in 'game-playing'. In order to ensure good UTE results, universities even resorted to the manipulation of data. University policies resulting from the UTE required teachers to produce standardised documents and to follow particular procedures. The majority of interviewed teachers regarded the impact of the UTE with cynicism, seeing it as a waste of time and effort, an interference with academic freedom, and believing it had the effect of undermining ethics. However, some teachers reported as positive impact of the fact that the UTE helped to keep teachers disciplined, and that it provided an impetus for ensuring teaching quality. Interview data showed that the Quality Project awards only had an impact on the award winners, who perceived the incentives on offer to be substantial. These award winners considered the acknowledgement given by the awards and the information obtained through reflection and good examples as valuable impacts. However, the Quality Project awards did not have impact on non-award winners, i.e. the majority of teachers. This study revealed that in order to have impact the institutional practices of class observation and the student evaluation of teachers relied on a number of conditions being in place. These practices had impact when the stakes were high or when university teachers received valid and reliable feedback. Whilst high stakes were found to lead to mixed impact, valid and reliable feedback contributed to the improvement of teaching. This study contributes to the understanding of the impact of quality assurance policies and mechanisms on teaching in Chinese higher education, an area that has not yet been the subject of significant empirical research. Covering the two major quality assurance policies in recent years, and also the institutional mechanisms teachers face, this research was able to capture the interdependence between these policies. No such research has previously been conducted in the context of Chinese higher education. In regard to the theoretical aspect of the research, the empirical evidence that was collected and a comprehensive review of other empirical research enabled the development of an Impact Framework. The Impact Framework identified patterns in the impact of various quality assurance policy tools and revealed their inherent strengths and weaknesses. Hence, the Impact Framework can serve in the future as an important reference for policy-makers who are seeking to design and implement effective quality assurance policy tools.
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Zheng, Runping. "Chinese academic women in economic transformation." access full-text online access from Digital Dissertation Consortium, 1996. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9640260.

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Chen, Qiongqiong. "Globalization and transnational academic mobility| The experiences of Chinese academic returnees." Thesis, State University of New York at Buffalo, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3683013.

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<p> The purpose of this study was to examine the way US returned academics negotiate their academic identities and professional practices at China's research universities in the context of higher education internationalization. To be specific, it explored how western doctoral education and work experiences affect returnees, and how these returnees reconstruct what it means to be and become a Chinese professor as they renegotiate the existing university rules, cultures, and practices. Second, it examined the complexity of the internationalization of Chinese universities and the role that returnees play in the process. This study went beyond economic accounts of academic mobility and placed the investigation in a broader frame of social and cultural analysis in order to go deep into the everyday experiences of the returning scholars around issues of their sense of identity, as well as their ways of connecting and bringing about changes in their work communities. It shed light on scholarly debates on transnational academic mobility and higher education internationalization in China.</p><p> This study utilized qualitative methodology to explore the everyday experiences of the returned Chinese scholars. The sample was comprised of 52 US doctoral recipients from different disciplines at five research universities in both east and west China. In-depth interviews were used as the primary method of data collection. Other methods, such as non-participatory observation, informal conversations, and documentary analysis, were also used to complement the interview data. An inductive analysis approach was employed to generate codes, categories, and themes from the raw data. Data interpretation and reporting followed the <i>Standards for Reporting on Empirical Social Science Research in AERA Publications.</i></p><p> This study finds that 1) the returnees were motivated to return by China's rapid economic and social development, policy initiatives on mobilizing return moves, and better career opportunities that the improved academic system provided. They also returned for cultural and personal reasons, including social attachment, cultural belonging, self-realization, and family considerations. It suggests that the act of returning is a complex process that involves both personal choices and negotiations of various conditions and regions. 2) The integration of returnees into Chinese universities was not always a linear process, but constrained by the existing university structures and power relations. These include the bureaucracies of university administration, local politics and complicated interpersonal relationships, the problematic evaluation and funding system, and a lack of an efficient administrative system that supports high quality of teaching and research. 3) The returnees were not passively adapting to the structure. Instead, they were strategically drawing upon and using part of their transnational gains and advantages to create a new space for their professional careers and China's higher education innovation. They can be regarded as a driving force for change, either by introducing new teaching and research practices at the operational level, or calling for organizational changes by taking up leadership positions at the institutional level.</p>
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Lee, Judy M. Y. "Culture, identity, and education : an exploration of cultural influences on academic achievement." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22404.

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Cultural influences on educational achievement were explored in this study of Chinese university students. Academic choices, goals, and performance in relation to family background, ethnic identity, and cultural socialization were ascertained through semi-structure interviews and questionnaires. The sample of thirty-two McGill University students represented a cross section of majors, and were selected into groups based on length of residency in Canada. Data from university records, which showed the evolution of Chinese enrollment and achievement patterns over the last three decades, provided the historical context for the interviews. Major themes regarding family and ethnic identity emerged which suggest that educational ambitions may be socioeconomically motivated, and rooted in an ethnic minority's aspiration for upward mobility. However, the key facilitator of educational success is a strong home background and family system, which was able to promote and enforce a single-minded pursuit of education.
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Books on the topic "Chinese academics"

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Jian bo yu xue shu: Bamboo and silk manuscripts and Chinese academics. Da xiang chu ban she, 2010.

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Xi-Qin, Li. The Chinese Art Academies Print Exhibition. University of Ulster, 1993.

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Chinese academic and research libraries: Acquisitions, collections, and organizations. JAI Press, 1996.

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Agelasto, Michael. Educational disengagement: Undermining academic quality at a Chinese university. M. Agelasto, 2001.

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Tian, Huisheng, and Zhichang Sun. Assessment Report on Chinese Primary School Students’ Academic Achievement. Springer Berlin Heidelberg, 2019. http://dx.doi.org/10.1007/978-3-662-57530-7.

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The constitution of Han-academic ideology: The archetype of Chinese ethics and academic ideology: a hermeneutico-semiotic study. Peter Lang, 1997.

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Leung, Jupian J. Gender differences in academic motivational orientations: American and Chinese students. Educational Resources Information Center, 1992.

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Ren, Ming. Chinese brush painting: An academic approach for painting flowers and fish. Norbeck Press, 2009.

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Chen, Naijian. The experience of Chinese youth adjusting to Canadian education. Saskatchewan School Trustees Association, 1996.

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The archetype of Chinese ethics and academic ideology: A hermeneutico-semiotic study. Lang, 1997.

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Book chapters on the topic "Chinese academics"

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Wang, Anhui, Indika Liyanage, and Tony Walker. "Scrutinising Critical Thinking (CT) in Chinese Higher Education: Perceptions of Chinese Academics." In Multilingual Education Yearbook 2019. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14386-2_11.

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Jüris, Frank. "Sino-Russian Scientific Cooperation in the Arctic: From Deep Sea to Deep Space." In Russia-China Relations. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-97012-3_10.

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AbstractThis paper focuses on Sino-Russian scientific cooperation in the Arctic over the time period from 2012 to the current day. Academic cooperation with China entails more than meets the eye, as Chinese counterparts see the interactions with their partners from the prism of people-to-people diplomacy designed to create positive sentiment towards Chinese interests via non-governmental exchanges. The first part of this paper focuses on this engagement and Chinese attempts to steer the discourse in support of its interests in the Arctic.Foreign academics and leaders at the local level, untrained in the Chinese language and political system and unfamiliar with the hidden meanings of academic exchanges, become vulnerable and valuable targets for Chinese influence activities due to their high standing and access to valuable knowledge. The second part of the paper investigates the Sino-Russian scientific cooperation and capacity building that enables China to become a great maritime power—not always for the benefit of Russia, and to the disadvantage of NATO.
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Zhao, Zhiwei. "Recruiting and Managing Labour for the Global Shipping Industry in China." In The World of the Seafarer. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49825-2_3.

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AbstractChina’s economy has experienced dramatic growth in the last 30 years and in relation to seafaring labour supply many expected that Chinese seafarers would eventually come to dominate the world seafarers’ labour market. In fact, although the number of Chinese seafarers in the international fleet has grown steadily since the 1990s, the increase has been slower than many international shipping industry commentators and academics predicted (BIMCO/ISF 1995; Li and Wonham 1999; Sharma 2002; Wu 2004; Wu et al. 2007; Zhao 2017).
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Xu, Dongsheng, and Eileen Roddy. "‘We All Need Cultural Awareness and Cultural Affinity’: The Academics’ View on Chinese Students’ Academic Transition into Undergraduate Studies in Britain." In Transnational Higher Education in Computing Courses. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28251-6_7.

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Wang, Xiaorui. "China. The Role of the Government and Academics in the IFRS Convergence Process of Chinese Accounting Standards." In IFRS in a Global World. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28225-1_16.

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Jin, Yuelin. "Chinese Philosophy." In China Academic Library. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2101-0_1.

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Gianninoto, Mariarosaria. "Translation in Chinese Grammars: Bilingual works by Western missionaries, diplomats and academics in the 18th and 19th centuries." In Missionary Linguistics V / Lingüística Misionera V. John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/sihols.122.08gia.

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Wang, Zuoliang. "A Chinese Poet." In China Academic Library. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-45475-6_12.

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Wang, Zuoliang. "Literary History: Chinese Beginnings." In China Academic Library. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-45475-6_1.

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Tang, Yijie. "Toward a Chinese Hermeneutics." In China Academic Library. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-45533-3_3.

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Conference papers on the topic "Chinese academics"

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Li, Zhuang, and Haiyan Han. "Comparative analysis of scientometric-based interface design research." In Intelligent Human Systems Integration (IHSI 2023) Integrating People and Intelligent Systems. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1002908.

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In order to analyze the current situation and cutting-edge trends of interface design research in Chinese and international academia, as well as the respective research characteristics and paradigm differences between Chinese and foreign academia. VOSviewer and CiteSpace metrological visualization software were integrated to visualize and analyze the literature related to interface design research included in CNKI and Web of Science databases in terms of keyword co-occurrence, keyword clustering , keyword highlighting and highly cited literature by drawing knowledge maps. The results of the study show that the Chinese academic research on interface design focuses on the topics of graphical user interface, human-computer interaction, user experience, and usability, while the international academic research focuses on usability evaluation, intelligent user interface, adaptive user interface and augmented reality, etc. In terms of future research trends, the Chinese academic community focuses on user experience, eye tracking, visual design and other directions, while the international academic community starts to explore the direction of natural interaction from physical interaction, focusing on user experience, gesture recognition, natural user interface and other directions. In terms of research paradigms, the differences between Chinese and international academics are more significant, Chinese academics focus on qualitative research, while international academics focus on quantitative empirical research.
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"Knowledge Sharing Behaviour Among Academics in Chinese Universities." In 20th European Conference on Knowledge Management. ACPI, 2019. http://dx.doi.org/10.34190/km.19.065.

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Du, Jiali, Christina Alexandris, and Pingfang Yu. "Towards Corpus-Based English Education and Translation of Ancient Chinese Terminology." In Human Interaction and Emerging Technologies (IHIET-AI 2022) Artificial Intelligence and Future Applications. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe100866.

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This paper discusses the corpus-based English education and translation of ancient Chinese terminology. China has a long history of language and culture. The recorded history of Chinese ancient characters dates back to Banpo Times about 6000 years ago. Based on statistical data from the largest academic corpus in China (CNKI), we analyze the English translation of eight typical ancient Chinese terminologies in academic articles. The corpus-based results show that sometimes English translation is rough for these traditional terminologies by researchers, and there is no further mention of the potential meaning for these special words to avoid confusion.This undoubtedly prevents the greater spread of education of Chinese ancient terminologies. The conclusion suggests that the ancient Chinese characters have independent phonological, morphological, lexical semantic systems; a substantial corpus is effective to overcome the language barriers of translation; and it is necessary for researchers to receive both Chinese and English education for translation of ancient Chinese terminologies.
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Lertpusit, Sivarin. "NEW CHINESE IN THAILAND: THE COMBINATION OF DIASPORA, OVERSEAS CHINESE AND INTERNATIONAL STUDENTS." In 41st International Academic Conference, Venice. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.041.022.

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5

Liu, Limei. "THE RESEARCH ON THE SOURCES OF CHINESE MATERIALS IN JAPANESE THE LEGENDS OF TŌNO." In 9th International Conference ISSUES OF FAR EASTERN LITERATURES. St. Petersburg State University, 2021. http://dx.doi.org/10.21638/11701/9785288062049.40.

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Tono Monogatari, published in 1910, is the pioneering and classic work of Yanagida Kunio, the father of modern Japanese folklore. Using Tono Monogatari as the starting point, Yanagida himself created the Japanese folklore, which the Japanese are proud of. Japanese academic circles have always regarded Tono Monogatari as a record of the local folk in Tono, Northeast Japan. Even Zhou Zuoren, who first got acquainted with this book in Japan, regarded it as a work of purely Japanese local studies. This article first starts with the text of Tono Monogatari, examines the relationship between its “Chinese style” and Chinese culture, and points out the Chinese cultural influence. On this basis the author traced the source of certain stories in Tono Monogatari, analyzed the way and process of these Chinese materials spread to Japan, and the changes that occurred after they were incorporated into Japanese folklore. By finding out that Tono Story has derived from many aspects of Chinese culture, it refutes the academic view that Tono Story is a pure Japanese folk heritage.
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Shen, Yang, Huijuan Fu, Zitao Liu, Pengpeng Liu, and Qingchuan Fu. "Empirical analysis on chinese academic plagiarism." In the 2009 joint international conference. ACM Press, 2009. http://dx.doi.org/10.1145/1555400.1555504.

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7

Praneetham, Chuleewan, Jittree Saithong, Nisarat Thaithong, et al. "HOTEL BUSINESS TRAINING FOR PERSONNEL DEVELOPMENT: ENHANCING CHINESE LANGUAGE SKILLS." In 31st International Academic Conference, London. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.031.037.

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8

Kim, Daeyoung, and Shanton Chang. "The use of WeChat in higher education: Investigation of Chinese students in Australia." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0133.

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With the increasing popularity of social technologies, many Chinese students use WeChat for their studies in Australia. However, there have been limited studies about how students effectively use WeChat for their academic activities and the impacts on students' academic achievements. Therefore, this study focuses on the relationship between WeChat usage and academic activities of university students in Australia. Using a modified Delphi technique, we conducted three online focus groups of 16 university students who had an experience of WeChat. A thematic analysis revealed that the usage of WeChat could impact their academic performance, and many international students had challenges to be familiarised with a new digital environment in Australia. The findings contribute to much clear understanding of how students utilise WeChat for academic activities to provide a better usage of social media for university students.
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Hung, Chihli, and Jheng-Hua Huang. "DEVELOPING AN ADAPTIVE CHINESE NEAR-SYNONYM CORPUS FOR WORD OF MOUTH CLASSIFICATION." In 48th International Academic Conference, Copenhagen. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/iac.2019.048.020.

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Yun, Xu. "Evaluation on the Academic Influence of "Chinese Journal of Information on Traditional Chinese Medicine"." In the 2018 2nd International Conference. ACM Press, 2018. http://dx.doi.org/10.1145/3180374.3180376.

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Reports on the topic "Chinese academics"

1

Cary, Dakota. Academics, AI, and APTs. Center for Security and Emerging Technology, 2021. http://dx.doi.org/10.51593/2020ca010.

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Six Chinese universities have relationships with Advanced Persistent Threat (APT) hacking teams. Their activities range from recruitment to running cyber operations. These partnerships, themselves a case study in military-civil fusion, allow state-sponsored hackers to quickly move research from the lab to the field. This report examines these universities’ relationships with known APTs and analyzes the schools’ AI/ML research that may translate to future operational capabilities.
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Jia, Ruixue, Huihua Nie, and Wei Xiao. Power and Publications in Chinese Academia. National Bureau of Economic Research, 2019. http://dx.doi.org/10.3386/w26215.

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Arnold, Zachary, and Ngor Luong. China’s Artificial Intelligence Industry Alliance. Center for Security and Emerging Technology, 2021. http://dx.doi.org/10.51593/20200094.

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As part of its strategy to achieve global leadership in AI, the Chinese government brings together local governments, academic institutions, and companies to establish collaboration platforms. This data brief examines the role of China’s Artificial Intelligence Industry Alliance in advancing its AI strategy, and the key players in the Chinese AI industry.
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4

Mu, Mingchun, Yan He, Bo Zhang, Zhaolun Cai, and Wen Zeng. The prevalence of academic burnout among Chinese medical students: a meta-analysis and systematic review protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2020. http://dx.doi.org/10.37766/inplasy2020.8.0117.

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5

Ota, Akiko. Factors Influencing Social, Cultural, and Academic Transitions of Chinese International ESL Students in U.S. Higher Education. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1051.

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Gang, Xiaochao, Mingjun Liu, Yiran Han, et al. Effect of different academic schools of traditional Chinese medicine in the treatment of obesity：A Systematic Review and Meta-Analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.1.0123.

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Weinstein, Emily, Channing Lee, Ryan Fedasiuk, and Anna Puglisi. China’s State Key Laboratory System. Center for Security and Emerging Technology, 2022. http://dx.doi.org/10.51593/20210019.

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China’s State Key Laboratory system drives innovation in science and technology. These labs conduct cutting-edge basic and applied research, attract and train domestic and foreign talent, and conduct academic exchanges with foreign counterparts. This report assesses trends in the research priorities, management structures, and talent recruitment efforts of nearly five hundred Chinese State Key Labs. The accompanying data visualization maps their geographical locations and host institutions.
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Cary, Dakota. Downrange: A Survey of China’s Cyber Ranges. Center for Security and Emerging Technology, 2022. http://dx.doi.org/10.51593/2021ca013.

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China is rapidly building cyber ranges that allow cybersecurity teams to test new tools, practice attack and defense, and evaluate the cybersecurity of a particular product or service. The presence of these facilities suggests a concerted effort on the part of the Chinese government, in partnership with industry and academia, to advance technological research and upskill its cybersecurity workforce—more evidence that China has entered near-peer status with the United States in the cyber domain.
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Chang-Fa, L. Théodolite pour mesures de magnétisme CJ6 et magnétomètre trois composantes à vanne de flux CTM-302 (Institut de géophysique, Academia Sinica, Chine). Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1988. http://dx.doi.org/10.4095/226605.

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