Dissertations / Theses: 'Education China'

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黃月雲 and Yuen-wan Wong. "Educational ideas in the analects and the Hong Kong education system." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40676109.

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Wong, Wai-yin Erica. "A study of the recruitment and selection of assistant education officer in the Education Department." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%fFtoc%5Fpdf?B23295892.

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Pei, Chao 1957. "Autonomy and private higher education in China." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36786.

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This study explores the notion of autonomy in the dynamics of private higher education in China. Focusing on the role and function of autonomy in the operation of private institutions of higher education, it examines the evolution of government policy, documents the recent rapid development of private post-secondary institutions, and investigates the quality of the relationships between private institutions, their communities, society and government.
Data were collected from government sources and from fifty-six private institutions through various methods, including interviews, questionnaires and case studies.
Qualitative analysis of the data revealed different dimensions, perceptions, and patterns of autonomy in these institutions.
The study found that institutional autonomy has generally promoted efficiency and flexibility in the operation of these institutions and allowed adaptability and responsiveness to changing social and economic conditions which in turn, have enabled private higher education to contribute significantly to the on-going transformation of Chinese society. However, such autonomy is subject to both external internal constraints and problems, including some restrictive government policies, the lack of financial resources and inexperience in private school operation.

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Liang, Zhan. "UK cross border higher education in China." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/385480/.

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Li, Yaling. "Women instructors in higher education in China." online access from Digital dissertation consortium, 1997. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9724841.

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Fenton, Nina. "Minority education in transition : ethnicity, poverty and education in rural China." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571654.

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Marketization of the Chinese economy has created wealth and economic opportunities. But it has also created barriers preventing vulnerable gTOUpS from accessing quality education and escaping poverty. This thesis examines the causes of low educational investment by minority ethnic groups in rural China between 1988 and 2002. Information about conditions facing minority groups, including the financing and administration of education, motivates a theoretical model of investment. Characteristics of minority households, such as remote, rural location and low parental education play a role in explaining disadvantage. Low income is both a cause and effect of disadvantage for credit-constrained households. Furthermore, low education has a negative externality on the rewards for education facing other households. Poor 'ethnic capital' and cultural norms regarding enrolment can perpetuate a poverty trap generated by differences in the ways groups form expectations about the behaviour of other group members. The remaining chapters test these hypotheses using rural household data from 1988, 1995 and 2002, and a data-set on academic achievement of children in the final year of compulsory education, collected by the author in a remote minority prefecture. Descriptive regression analysis and decomposition of the differences in educational outcomes between minority and Han groups suggest that low income, relatively high fertility, and low parental education are among the factors driving minority disadvantage. lVIore careful analysis of the effect of income, attempting to control for potential endogeneity, finds the effect to be robust, although differences in income explain far les of the gap in investment than differences in community resources, although it was not possible to control for all potential sources of bias. Higher fertility of minority households may be an important cause of their lower investment. More careful examination of the impacts of fertility finds a significant negative impact of siblings in school and siblings in work, although suitable instrumental variables were not available. Fixed effects regressions, con- trolling for all observed and unobserved household characteristics, revealed that households spend significantly more on more able children and that younger and middle children often lose out. The final chapter reveals that minority students are segregated into lower quality schools, partly because of the high costs of traveling to school from remote locations. This reduces their academic achieve- ment. However, poor achievement of minority students is not fully explained by school choice and observable household characteristics. It is plausible that cul- tural barriers or disengagement from the education system reduce the benefits of education for these children. 2

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麥國樑 and Kwok-leung Mak. "Urban and rural education policies and reform in post-Mao China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31976347.

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Zhang, Li. "International Branch Campuses in China| Quest for Legitimacy." Thesis, State University of New York at Albany, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10107769.

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A new organization often encounters the “liability of newness” that increases its chance of failing as a start-up enterprise (Freeman et al, 1983). New organizations located in a foreign country also face the “liability of foreignness” (Zaheer & Mosakowski, 1997). By gaining legitimacy, organizations can obtain the resources they need to become sustainable. The liabilities of newness and foreignness aptly describe the international branch campuses that have been set up in China.

Scott’s (1995) institutional legitimacy pillars and Suchman’s (1995) legitimacy theory are combined to form a new conceptual legitimacy framework to understand legitimacy issues in China. This qualitative study selects seven cases to answer this research question: What strategies do the international branch campuses use to gain social support from different constituencies? The institutions studied are: The University of Nottingham Ningbo China, Xi’an Jiaotong Liverpool University, New York University Shanghai, United International College Shenzhen, Dongbei University of Economy and Finance Surrey International Institute, Southeast University-Monash University Joint Graduate School (Suzhou), and The Johns Hopkins University-Nanjing University Center for Chinese and American Studies.

Fifty-two interviews were conducted with senior institutional leaders, faculty, staff, students, parents, scholars, and employers. The research found that these international institutions did face the twin liabilities of newness and foreignness. However, being new and foreign could actually give these institutions legitimacy as well. The international institutions used all four strategies identified in the literature to gain the four pillars of legitimacy. An important caveat of the study is that the environment is significant in institutions gaining legitimacy, but the primary factor in acquiring legitimacy is the quality of their product.

This study has several limitations, including one missing case, fewer foreign interviewees, the uneven amount of information available at each institution, translation difficulties between two very different languages and cultures, and data provided by the institutions might be self-serving. The results indicate four avenues for further research. They are legitimacy thresholds; legitimacy from the perspective of the home institutions; the failed international branch campuses; education quality at these IBCs; and the evolving political dynamics in China.

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Cheng, Man-wai. "Comparative education in mainland China globalization and localization /." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963341.

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Dong, Zhicheng. "The development of transnational higher education in China." Thesis, University of Sheffield, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531200.

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Cheng, Man-wai, and 鄭文偉. "Comparative education in mainland China: globalization and localization." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963341.

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Tan, Xiao Monica, and 談笑. "Understanding government education and health spending in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/211031.

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This research evaluates government education and health spending in China and explores the underlying determinants of its spatial pattern. A framework defining local needs at three levels is proposed to analyze whether the expenditure has been reasonably allocated. Results show that both government education and health spending closely respond to local needs at the general level. The illiteracy rate is positively correlated with government education spending while the life expectancy is negatively correlated with government health spending. On the demand and supply sides, while government education spending is more responsive to local demand measured by student number, the needs from the supply side represented by the number of medical personnel appear to be more relevant when governments distribute resources into the health sector. One particular area that needs more effort is the responsiveness to the needs arising from the lack of teaching staff. The student-teaching ratio is now largely ignored when governments make decisions of education outlays. Given that the adequacy of teaching staff is a must to ensure the quality of teaching, governments are thus suggested to put more weights to this aspect in its decision-making process. As for the determinants of government education and health spending, this study takes a close look at three groups of key potential explaining factors identified in the existing literature – economic development, openness and decentralization. The findings pose challenges to the existing mainstream theories developed in the western context. Only per capita gross regional product is found to have significant explanatory power for budgetary expenditure on education and a significant negative relationship is revealed. On the other hand, both economic development and the degree of fiscal dependency are significant in explaining the spatial pattern of government health spending; and their relationships are both non-linear. The fixed-effects panel data regression model predicts that, ceteris paribus, a province with a per capita gross regional product of 20,265 yuan would have the most government health outlays while a province with a fiscal dependency ratio of 63.6% would have the lowest public health expenditure. Provinces with either higher or lower per capita GRP (fiscal dependency ratio) than the threshold value allocate fewer (more) resources into government health outlays. The most important recommendation derived from the findings of this dissertation is that the central government should keep an eye on those provinces that are neither fully financially dependent nor fully financially independent, because their government health spending tends to be particularly inadequate.
published_or_final_version
China Development Studies
Master
Master of Arts in China Development Studies

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Du, Jianying. "Content-based instruction in further education in China." Thesis, University of Southampton, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444965.

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Jiang, Youguo. "Current Thinking and Liberal Arts Education in China." Thesis, Boston College, 2013. http://hdl.handle.net/2345/bc-ir:104094.

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Thesis advisor: Philip G. Altbach
Liberal arts education is an emerging phenomenon in China. However, under the pressure of exam-oriented education, memorization, and lecture pedagogy, faculty, university administrators and policy makers have not embraced it whole-heartedly. Through qualitative methodology, this study explores the current thinking of Chinese policy makers, university administrators, and faculty members on liberal arts education and its challenges. A study of the perceptions of 96 Chinese government and university administrators and faculty members regarding liberal arts education through document analysis and interviews at three universities helps in comprehending the process of an initiative in educational policy in contemporary Chinese universities. This research analyzes Chinese policy making at the institutional and national levels on curriculum reform with particular emphasis on the role of education in shaping well-rounded global citizens, and it examines how the revival of liberal arts education in China would produce college graduates with the creativity, critical thinking, moral reasoning, innovation and cognitive complexity needed for social advancement and personal integration in a global context. This research also found that the revival of interest in liberal arts education in China demonstrated that government and universities have begun to realize that the current curricula, professional training, and narrowly specialized education fail to help students to be competent in a globalized economy, and liberal arts is valued in China, and will be more effective as politics, economy and society more developed
Thesis (PhD) — Boston College, 2013
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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羅燕 and Yan Luo. "Politicization and depoliticization of education in the People's Republic of China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31244579.

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Luo, Jiesu. "Research on Minority-girl Education in China: Critique and Recommendations." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd882.pdf.

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賴蘭香 and Lan-heung Serina Lai. "The reconceptualization of education in the People's Republic of Chinasince 1978." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38627267.

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Woo, Shin-wai Edward, and 胡善為. "Financing education in China: its impacts on the development of some primary and secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31955769.

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Menzel, Daniela, Silke Geithner, and Stefan Donath. ""Projektwerkstatt C2 - Camshaft China"." Universitätsbibliothek Leipzig, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-153487.

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In ihren zukünftigen Tätigkeiten in privatwirtschaftlichen Unternehmen und öffentlichen Einrichtungen werden aktuell Studierende und Promovierende zunehmend gefordert sein, in interdisziplinären Projektteams zusammenzuarbeiten. Die Herausforderungen bestehen dabei vor allem darin, innerhalb kürzester Zeit bei allen Projektmitarbeiter_innen ein gemeinsames Verständnis über das Projektziel und den -inhalt, das Projektmanagement sowie Formen der kooperativen und effektiven (interkulturellen) Zusammenarbeit zu erzeugen. Diese Fähigkeiten lassen sich kaum über Frontalunterricht vermitteln, sondern müssen aktiv selbst erlebt und erworben werden. Anhand der Aufarbeitung des realen Fallbeispiels eines international agierenden Automobilzulieferers zum Aufbau eines neuen Standortes und durch die Nutzung der LEGO® Serious Play®- Methode (LSP-Methode) werden die Teilnehmer_innen im Rahmen des entwickelten Planspiels "Projektwerkstatt C2 – Camshaft China" gefordert, sich damit aktiv auseinanderzusetzen.

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Wang, Qinghua. "Higher education reform in post-Mao China : market forces vs. political control /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1421623411&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 270-291). Also available for download via the World Wide Web; free to University of Oregon users.

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Che, Yu. "A study on applying American distance education technologies to distance education in China." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1993. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.S.)--Kutztown University of Pennsylvania, 1993.
Source: Masters Abstracts International, Volume: 45-06, page: 2805. Abstract precedes thesis as 2 preliminary leaves. Typescript. Includes bibliographical references (leaves 48-51).

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任育才 and Yu-tsai Jen. "The T'ang system of public education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31234926.

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Zhao, Qian (Joy). "A study of factors affecting educational aspiration for selected students in China." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/2367.

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Higher education is considered significant in economic development of a country. In light of Bronfenbrenner's bio-ecological system model, this study is designed to study the factors that might influence higher education aspiration for the students living in Bazhou Prefecture, Xinjiang Uyghur Autonomous Region (XUAR) of China. The results of this study find that the senior high school students living in this region have extraordinarily high aspiration, even when taking into account their Confucian culture. Not only do 95% of the participants aspire to college education after high school, but also 62% of them plan to attend graduate schools in addition to college education. The majority of the participants consider it important to obtain a foreign graduate degree from universities in America or Canada. The results report parents' expectations are the predominant influences on education aspiration along with factors such as parental education level, age, GPA, and family financial support. It is also notable that influential factors in previous studies like SES, peer advice, relatives, school advice, are not supported by the results from this study. Factors like favorite subject, least-liked subject, living location, and location of the available college are explored in this study for the first time in relation to education aspiration, and are found to not be important. The findings of this study add knowledge to understanding higher education aspiration in the context of China. The researcher highly recommends that China continue to expand its higher education access, especially in poorer or remote areas, to balance government control and market force, and to extend counseling to high schools. It implicates that US higher education institutions should take an active part in the process of China's higher education development for mutual benefit.

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Lin, Shumai, and 林舒麥. "Is Yuanpei College a legacy of Cai Yuanpei? : a historical comparative study on higher education reform in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209650.

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Based on the history of Chinese higher education and a historical comparative study, the research has drawn the outline of China’s higher education reform throughout its development while discovering a relatively weak historical continuity through the comparison between the two reforms at Peking University, namely the historic reform initiated by renowned educator Cai Yuanpei during 1917-1927 and the contemporary case of Yuanpei College. Guided by the question ‘Is Yuanpei College a legacy of Cai Yuanpei?’, the study examined both cases from different angles such as reform objectives, theoretical foundation, principles and the main strategies applied. Major factors that contributed to the success and constraints in both reforms are revealed and, at the end of the comparison, a conclusion was made that Yuanpei College, though named after the university’s former President Cai, is not a direct legacy of Cai Yuanpei due to various reasons related to history and the environment of reform. A set of suggestions are given by the research to deal with the problems that China has encountered during its reforms in areas such as the educational-societal relation, the stress on core values, the indigenization of international experiences and the crucial role of traditional Chinese culture in forming the Chinese model of a university that has a great potential to make unique contributions to the world. To succeed in higher education reforms, core values and a long-term vision is required from the policy makers. Finally, the research stressed on the significance of adopting a historical and cultural perspective when China determines her future directions in higher education reforms.
published_or_final_version
Education
Master
Master of Education

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胡仁倬 and Yan-cheuk Wu. "Marine education and research centre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31982244.

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方凱芸 and Hoi-wan Ivy Fong. "Vocational education in the People's Republic of China: issues and development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38627164.

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Zhou, Xiang. "Economics of education in rural China : two experimental studies." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7513/.

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This thesis uses experimental methods to study two topics on the effectiveness of school inputs on educational outcomes in rural China. For the first topic, I use unique administrative data from Wugang County Education Bureau (a rural county in Hunan), and a regression discontinuity methodology. I find that selective/elite schools, despite their resource advantages, only have limited effects on raising student educational outcomes. However, magnet classes are effective for the top student group. These findings imply that magnet classes provide benefits at the expense of other students, and in general that concentrating resources in a few elite schools is not an effective way to raise educational outcomes. For the second topic, this time using unique data from Shaoyang County Education Bureau (also a rural county in Hunan), I designed two RCTs to examine the effectiveness of a low cost communication intervention. The intervention used a 12-point assessment form measuring a pupil’s academic work and class behaviour. One RCT communicated these assessment results only to the students (Teacher-Student-Communication, TSC), and the other additionally to the pupil's parents (Teacher-Student-Parent-Communication, TSPC). Test score improvements before and after the 8-month intervention period (with 13 assessments) were the measure of educational effectiveness. I find that the TSPC intervention for maths for left-behind children is particularly important. In addition, TSC helped younger pupils (3d grade) more than old (5"' grade), whether left behind or not, showing the importance of early intervention.

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Hladush, I. "Characteristics and prospects for development of education in China." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/12995.

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Liu, Sijia. "The Relationship between Education and Well-being in China." Thesis, Internationella Handelshögskolan, Jönköping University, IHH, Nationalekonomi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49969.

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There are numerous approaches to quantitatively measure well-being. Most well-beingresearch are based on income or health situation from economics perspective. The needfor research on women’s relationship between education and well-being is an area thathas not been fully investigated. It is also important to know how the situation ofwomen’s well-being compare with men’s. The purpose of this research is to estimatewomen’s well-being and understand how well-being women is compared with men inChina. Different characteristics of men and women is considered and estimate thespecific relationship between education and well-being. Two measure of well-being areused: self-assessed unidimensional subjective well-being and parametrically estimatedmultidimensional well-being. Two measurement will help to understand the differencebetween subjectivity and objectivity of well-being. To achieve this goal, this researchcomputes and compares the well-being of 34,054 women and men by using ChineseGeneral Social Survey in 2012, 2013 and 2015. Well-being is measured by computingmultidimensionally by principal component analysis which depend on differentdomains of identity, capability, material well-being. All the domains contribute toindividual’s well-being. The findings suggest that, multidimensional well-being indexdiffer from the subjective well-being in ranking individual grouped by importantcommon characterizes. The difference is attributed to multidimensionality of the well-being index. Under this circumstance, education still does influence well-beingpositively conditional on controlling for identity, capability and material well-being.

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Huang, Tao. "Reforming Industrial Design Education in Mainland China for Sustainability." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/27012.

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Industrial Design in China seldom addresses the issue of sustainability in mass production. Failure to incorporate sustainable design as a core principle will result in long term environmental and economic loss for both business and society. This research studies the current Industrial Design educational system in Mainland China and proposes a new educational framework to engage sustainability as a design objective. This study adopts the philosophical perspectives of constructivism, sustainable design theory, critical pedagogy, and systems thinking. Literature related to sustainability is collected and organized and overlaid with educational constraints identified through the interviews with educators, students, and practitioners of Industrial Design in four major cities of Mainland China. Using the grounded theory approach, from these two sources a new educational framework is proposed. The educational framework categorizes courses in a four year undergraduate Industrial Design educational program into four domains: ecological literacy, artistic, technological, and professional. Suggestions for the appropriate timeline, content, and pedagogical approaches for curriculum are also provided. The proposed framework was then critically reviewed Chinese educators that served as feedback for the final proposition.
Ph. D.

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Ma, Wing Sze. "An economic evaluation of the education sector in China." HKBU Institutional Repository, 2006. http://repository.hkbu.edu.hk/etd_ra/703.

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Ma, Jing. "The Development of Private Higher Education in Contemporary China." Thesis, The University of Arizona, 2006. http://hdl.handle.net/10150/193469.

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This thesis examines the factors dealing with the growth of private institutions of higher education in contemporary China. It considers the precipitating environmental conditions, which have allowed private education programs to be part of the national education system, which have propelled China into global prominence. The contributing elements of political reform, including educational reform, a booming market, and social transformation will be examined.

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McCormick, Robert. "Distance higher education in the People's Republic of China." Thesis, Open University, 1992. http://oro.open.ac.uk/57396/.

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This is a study of distance learning as part of the higher education system in China. The thesis investigates the development of distance learning systems in the post-Mao period (1976-1991), and assesses their roles in higher education as a whole. The first part of the thesis considers the theory, policy and practice in China as contexts within which distance learning has to operate. It also considers concepts and hopes for distance learning that are found in the international literature. Three major distance learning systems are investigated in detail in the second part of the thesis. The third part considers these systems in the context of one province and also in the national context, bringing together the first two parts. The contribution of distance learning to higher education in China has been important, and it has shown great promise. However, the government at local and national level has sought to control some of the systems to suit its planning needs for the economy, and to conform to its view of quality. The thesis argues that this has meant that an opportunity has been lost to capitalize on the contribution of distance learning. Future developments are likely to rest in part on changes to programmes away from the higher education level, and in part on the degree to which the systems co-operate and indeed integrate their activity.

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Jia, Lishuai. "Comparing Inclusive Education Teachers' Struggles in Italy and China." Doctoral thesis, Università degli studi di Padova, 2019. http://hdl.handle.net/11577/3423311.

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This exploratory study is a cross-cultural comparative analysis of understanding inclusive education in Italy and China. The exploratory study aims to explore teachers' understanding of inclusive in Italian and Chinese context. Given that aim, a historical perspective is employed to understand the historical policy evolution of inclusive education in Italy and China and to carefully examine how inclusive education policy was issued in different history periods and how these inclusive education policies influenced the school practice. Particularly, based on the understanding of inclusive education in government policy and school teachers' day-to-day school practice, the present exploratory study wants to enrich our knowledge of "how to make education more inclusive" from a cross-cultural comparative perspective. In order to achieve these aims, a qualitative research design is employed, with understanding theory as a theoretical framework and various methods as tools. Thematic analysis is used to analyze the data with software-ATLAS.ti-aided. This cross-cultural comparative exploratory study's results show that a proper understanding of inclusive education should fully consider the local flavour in both Italian and Chinese cultural, historical and political contexts. Considering that, this exploratory study, to some extent, is not "comparative" because there is no attempt to treat the data from two quite different contexts as comparable, but I wish that various questions and issues which emerge from considering two quite different contexts, Italy and China, will be illuminating and enrich our understanding of how to make education more inclusive. Given the results of this exploratory study, there is not a single understanding of inclusive education. On the contrary, inclusive education has many faces, for that point, Chinese philosophy of "he er bu tong" (harmony but not sameness) provides us some implications.

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Yang, Hui Ling. "Middle school student involvement in China." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=96913.

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The promotion of student involvement has been widely studied in education research that demonstrates benefits to students, teachers, schools, and society in general. This study examines the involvement of China's middle school students in teaching, class management, and school management. The purpose of this study is to raise the awareness of student democracy in middle schools in China, and in China's basic education reform. This study investigates educators' and students' views of student involvement and school practices involving students. This study also attempts to identify preconditions for, as well as barriers to, meaningful and effective student involvement in China's middle schools. The methods chosen include individual interviews, a group interview, and a questionnaire survey. Participants are educators and students of the middle school in China where the researcher conducted the field work. The findings reveal that even though both educators and students believe in the idea of student involvement, middle school student involvement is limited in practice in China. Examination-oriented education is considered the biggest challenge. According to the study's participants, a sound school support mechanism for student involvement can achieve student democracy in China's schools. This study positively responds to the current New Curriculum Reform in China, which calls for humanized education in which students are trusted as capable persons. A relationship of equality between teachers and students is valued.
La promotion de l'engagement étudiant a été largement étudiée dans les recherches dans le domaine d'éducation qui démontre des avantages aux étudiants, aux enseignants, aux écoles, et à la société en général. Cette étude examine la participation des étudiants du premier cycle du secondaire de la Chine dans l'enseignement, la gestion de classe, et l'administration scolaire. Le but de cette étude est de soulever la conscience de la démocratie étudiante dans les écoles du premier cycle secondaire en Chine, et dans la réforme de l'éducation de base en Chine. Cette étude examine les éducateurs et les points de vue des étudiants sur leur participation et leurs pratiques étudiantes. Cette étude essaye également d'identifier des conditions préalables pour, ainsi que des barrières à la participation étudiante significative et efficace dans les écoles du premier cycle secondaire en Chine. Les méthodes choisies comprennent des entrevues avec des individus et avec un groupe ainsi que un sondage basé sur des questionnaires individuels. Les participants sont des éducateurs et des étudiants de l 'école du premier cycle secondaire en Chine où le chercheur a fait ses enquêtes sur le terrain. Les résultats révèlent que quoique les éducateurs et les étudiants croient en l'idée de la participation étudiante, la participation étudiante pratique est limitée dans les écoles du premier cycle secondaire en Chine. L'éducation orientée et basée sur les résultats des examens est considérée le plus grand défi. Selon les participants de l'étude, un mécanisme solide de soutien d'école pour la participation étudiante peut réaliser une démocratie étudiante dans les écoles en Chine. Cette étude répond d'une manière franche à la nouvelle réforme d'éducation courante en Chine, qui revendique une éducation humanisée dans laquelle des étudiants sont considérés digne de foi en tant que personnes capables. Les relations égales entre les enseignants et les étudiants ont aussi été évaluées.

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36

Hong, Chi-keung. "The leadership of a transforming secondary school in Guangzhou, China." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23373453.

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37

Yang, Jie 1983. "Moral education in the emerging Chinese society." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100220.

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Since the "reform and opening-up" policy, Chinese society has been greatly affected by rapid industrialization, the installation of a market economy, and exposure to Western ideas and practices. These changes are having an impact on the current moral education program in varying degrees of intensity. The purpose of this thesis is to develop a framework for moral education in a meaningful and practical manner, and to provide an antidote to the current confusion regarding values in China. This thesis examines moral theories from both Eastern and Western perspectives. It focuses on Confucianism and Storytelling primarily. Confucianism, specially the Five Constant Virtues, still has practical value for a modern Chinese society. The storytelling approach, it is argued, creates the opportunity for critical thinking and self-reflection, and embraces both traditional and modern concerns. I conclude that a new moral education curriculum integrating Confucianism and storytelling is particularly promising in this regard.

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Hu, Bo. "Education for migrant children : policy implementation in the changing urban education system in China." Thesis, London School of Economics and Political Science (University of London), 2012. http://etheses.lse.ac.uk/616/.

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This thesis aims to examine the extent to which migrant children’s education policy is implemented and identifies the factors that affect the implementation of this policy in the Chinese context. In the last two decades, urban China has witnessed a rapid increase in the number of children of rural-urban migrants. It has become a public concern that migrant children do not have access to education and cannot receive as good an education as do urban children in the cities, even though there are policies formulated by the central government to tackle this issue. The thesis adopts mixed research methods to examine the implementation of migrant children’s education policy. Main sources of the evidence include semi-structured interviews, statistical data, government documents and internal reports by local schools. The thesis divides migrant children’s education policy into three parts: funding and school access policy, equal opportunity policy and school support and social integration policy. It is found that policies for migrant children are selectively or partially implemented. Some policy goals have been achieved, while others have not. Certain groups of migrant children have access to urban public schools and receive high quality education while others do not. A policy analysis shows that migrant children’s education policy is ambiguous in goals and weak in incentives, which grants local governments and schools scope to act with discretion. Non-implementation of sufficient funding and school access policy result from self-interested and habitual decisions of local governments. Implementation of equal opportunity policy is affected by the workings of the exam-oriented education system in China. Social integration policy appears to be well-implemented due to effective school support available to migrant children and good intergroup relationship between migrant and urban children. The findings imply that further policy reform is needed to improve the educational opportunities of migrant children. In particular, special attention should be focused on those policy areas not effectively implemented and more support should be directed to those migrant children who are more disadvantaged.

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39

Lai, Fung-yi. "Marketization of higher education a case study of Guangzhou, China /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23500852.

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40

孔笑微 and Xiaowei Kong. "Two essays on managerial education effect in Chinese public listed companies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B39558137.

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41

陳黎 and Lai Chan. "Marketization of higher education in China: implications for national development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B3196221X.

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42

Yeung, Hiu-hung, and 楊曉紅. "From hospital based training to tertiary education: issues concerning an initial implementation of newnursing education policy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31962075.

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43

Lo, Shun-kwong, and 羅信光. "Quality education in physical education: Hongkong secondary students' perception on qualities of physical educationteachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961812.

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44

Wellman, Jessica-Anne. "Drama, education, artistry: Australian practitioners fostering connections across cultures and disciplines in China." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2546.

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This study examines the experience of Australian drama educators working as professional development facilitators in China between 2017-2019. Limited literature exists that highlights the perspectives of professional development facilitators in this field. This thesis highlights the impact of engaging in this role on the practice of drama educators. Using an autoethnographic approach, data were collected from five individuals through semi-structured interviews. Interpretative Phenomenological Analysis (Smith, 2004) highlighted that the participants' experiences acted as critical moments that led to positive personal and professional outcomes. Three key supporting factors for positive outcomes were identified: 1) critically reflective practice; 2) knowledge and experience in theatre practices and drama pedagogies; and 3) collaborative approaches to delivering professional development.

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45

He, Xiaoning. "Motivations and deterrents to participation in adult education in the People's Republic of China." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/861391.

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The purpose of the study was to investigate Chinese adults' motivational orientations for learning and the deterrents to participation in educational activities and compare the motivational factors and deterrents to participation between Chinese men and women. The participants in the study were 377 Chinese men and 202 women from fifteen adult education programs in Chengdu city, China southwest capital of Sichuan province.Roger Boshier's Education Participation Scale and Scanlan and Darkenwald's Deterrents to Participation Scale were used as data collection instruments. The mean scores of EPS and DPS items were calculated and used for examination of the extent to which they influenced Chinese adults' decisions to and not to participate in educational activities. The data from EPS and DPS were analyzed by using Chi-square statistics to examine the relationship between Chinese men and women in terms of motivational orientations for learning and deterrents to participation.The study found that the factor of Professional Advancement showed the strongest motivation which influenced Chinese adults on their decisions of participation in adult education. Followed by the factor of Social Welfare and the factor of Social Relationship. The factor of ExternalExpectation was found the least influential typology on decision of participation.The deterrent factor of Lack of Course Relevance showed the highest summed mean scores of all six dimensions. The reasons related to the institutional barrier appeared to have the strongest influence on Chinese adults' decisions not to participate in adult education. To a lesser extent, mean scores in the factors of Time Constraints and Cost indicated moderate influence on decisions not to participate. The Personal Problems was found with the lowest mean score in the Deterrents to Participation Scale.Significant differences were found between Chinese men and women in the factors of External Expectations, Escape/Stimulation and Cognitive Interest at .01 level (p.<.01), and factors of Social Relationship and Social Welfare at .05 level (p.<.05).In terms of deterrents to participation, significant differences were found between Chinese men and women in the factor of Time Constraints at .01 level, and the factors of Lack of Course Relevance, Cost and Personal Problems at .05 level.
Department of Educational Leadership

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46

Law, Wing-Wah. "The higher education systems of the People's Republic of China and Republic of China : a comparative study." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10006584/.

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This study explores the tension between the preservation of cultural and political identity and economic modernization in the higher education systems in the People's Republic of China (PRC) and the Republic of China (ROC) between 1949 and 1993. Chapter One introduces the research problem, theoretical orientation, main argument, and organization of this thesis. Chapter Two examines the historical context of the higher education systems of the PRC and the ROC, and identifies the similarities between the pre-1949 higher education system and the two contemporary Chinese higher education systems. Chapter Three analyzes the contemporary (domestic and international) contexts of higher education in the PRC and the ROC. The chapter highlights the monolithic, state-supported, official value systems of both countries; the domestic relations between the ruling party, the state, the economy and the people; and the international relations of the two countries, as these affect the higher education systems. Chapter Four investigates the cultural tasks of both higher education systems, and reviews the ways in which they have institutionalized different forms of cultural and political identity. Chapters Five and Six analyze the economic tasks of both higher education systems. Chapter Five examines the importation of science and technology, and the social values of science and technology in both countries. Chapter Six examines the processes of institutionalizing, in higher education, different foreign models of science and technology. Chapter Seven reviews the patterns of similarities and differences between both higher education systems, and explores the specific and the broader implications of the thesis.

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Wang, Yan, and 王燕. "Paradigm shift of education governance in China: two compulsory education legislation episodes 1986 vs. 2006." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44352876.

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The thesis addresses the paradigm shift of education governance in China through a study of the policymaking process of two legislation episodes in China: the 1986 Compulsory Education Law and the 2006 Compulsory Education Law Amendment. The research started with two broad initial research questions: how was the Compulsory Education Law made and amended? Why was the Law made and amended? Using ethnographic interviews and documentary analysis as the main research methods, more specific questions on the 1986 and 2006 legislation were later delved into as the research evolved in depth: What were the driving forces behind the 1986 and 2006 legislation? What values of compulsory education were assumed in the central decisions of the 1986 and 2006 legislation? What was the institutional rationale underpinning the 1986 and 2006 legislation? The data was collected through ethnographic interview with some forty informants involved in the policymaking process. The research findings were analyzed and presented on three levels. First, the findings were presented on the basis of narration analysis. Second, the policymaking process of the legislation was analyzed from three paradigms: agenda-setting, decision-making and organizational behavior. Finally, by examining the results of the previous stages of analysis and further comparing the two cases, the research arrived at a theoretical framework for education governance that embraces three essential elements: political ideology, perceived value of education, and institutional rationale. The analysis of the two legislation episodes identified that the political ideology, which shifted from efficiency-oriented economic well-being to equity-oriented social cohesion, steered the agenda-setting of the compulsory education legislation. The perceived value of education reflects the role that education plays in development, changing from economic value to social value. The institutional rationale essentially determines strategies by which compulsory education materializes, with a variance from governing by goal and mobilization to governing by accountability and regulation. In conclusion, education governance in China witnessed a paradigm shift from “economic instrumentalism” toward “social rationalism” over the twenty-year period from the mid-1980s to 2006.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

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48

Wong, She, and 黃舒. "Heritage conservation education: a community service learning approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48348557.

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When designing educational programme in the field of heritage conservation, community service learning approach may not be the first thing that comes to most heritage conservation educator’s mind. In this study the researcher has engaged in a discussion of the association of community service learning to heritage conservation education. The researcher have tried to make clear why she believe that community service learning, as an innovative pedagogical approach, has important things to say about today’s heritage conservation education. Proceeding from fieldworks, through analysis to explanation, based on direct and participant observations and interviews; two heritage training projects are reviewed to illustrate how community service learning can facilitate heritage conservation education. The researcher hope that other researchers will learn from the study, and educators will be able to critically examine which kind of pedagogical approach is more appropriate for today’s heritage conservation education.
published_or_final_version
Conservation
Master
Master of Science in Conservation

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49

Hu, Zhen. "Students' experience and perceived learning outcomes in international collaborative programs in Shanghai, China." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/65.

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As other programs in education, international collaborative programs face challenges of quality assurance and accountability for students' learning outcomes. Through a survey of 1458 students, the present research employs a "program logic model" (input-activity-outcome) to measure students' perceived global learning outcomes in international collaborative programs in Shanghai, China. Multiple regressions were used to test the relationship between different aspects of students' learning experience and their perceived learning outcomes in the programs. Findings of this research suggest that students' learning experience had positive influence on students' perception of learning outcomes, even when students' personal variables, such as gender, grade level, major, pre-college grades, and international experience were controlled. This research further investigated the possible moderating effect of personal variables on the relationship between learning experience and perceived learning outcomes. Findings from the analysis show that the impact of students' learning experience on perceived learning outcomes may vary by pre-college grades and prior international experience. Although these differences are small in magnitude, they suggest that the effects of students' learning experience on their perceived learning outcomes should be carefully examined.

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Ho, Hon-kuen, and 何漢權. "Zeng Guofan's (1811-1872) views on family education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38603470.

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Dissertations / Theses on the topic 'Education China'

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