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高等教育國(guó)際化政策中澳比較研究(英文版) 版權(quán)信息
- ISBN：9787568075763
- 條形碼：9787568075763 ; 978-7-5680-7576-3
- 裝幀：一般膠版紙
- 冊(cè)數(shù)：暫無(wú)
- 重量：暫無(wú)
- 所屬分類：>>
高等教育國(guó)際化政策中澳比較研究(英文版) 本書特色
本書對(duì)中國(guó)和澳大利亞這兩個(gè)國(guó)家的高等教育政策進(jìn)行了詳細(xì)地收集和分析，這兩個(gè)國(guó)家一個(gè)是新興的國(guó)際高等教育市場(chǎng)和傳統(tǒng)的輸出國(guó)，另一個(gè)是成熟的國(guó)際高等教育市場(chǎng)和傳統(tǒng)的接收國(guó)。本書對(duì)高等教育國(guó)際化的三個(gè)層面進(jìn)行了全面研究，即宏觀層面(國(guó)家)的總體元政策，中觀層面(大學(xué))的機(jī)構(gòu)政策，以及微觀層面(個(gè)人)的人員政策。
高等教育國(guó)際化政策中澳比較研究(英文版) 內(nèi)容簡(jiǎn)介
在優(yōu)選化時(shí)代，高等教育靠前化已成為一種必然趨勢(shì)，并已成為各國(guó)高等教育政策的共同追求。就這一趨勢(shì)而言，本研究集中在中國(guó)和澳大利亞兩個(gè)國(guó)家。本研究的主要目的是通過(guò)比較中國(guó)和澳大利亞的靠前高等教育政策，找出優(yōu)選和國(guó)家在政策發(fā)展中的壓力之間的互動(dòng)關(guān)系。從宏觀層面(國(guó)家)、中觀層面(高校)和微觀層面(個(gè)人)三個(gè)方面對(duì)國(guó)家元政策、高校合作競(jìng)爭(zhēng)政策和人員流動(dòng)政策進(jìn)行了詳細(xì)論述和分析，確定其相似性和差異性。對(duì)優(yōu)選趨勢(shì)的不同反應(yīng)反映了每個(gè)國(guó)家的特殊性以及路徑依賴因素對(duì)優(yōu)選壓力的調(diào)節(jié)方式。這一比較將有助于更好地理解優(yōu)選化如何影響和回應(yīng)高等教育政策的靠前化，并通過(guò)關(guān)注兩組特定的國(guó)家政策，更好地理解其路徑依賴的中介作用。
高等教育國(guó)際化政策中澳比較研究(英文版) 目錄
contents
Chapter 1: Introduction001
1.1Introduction001
1.2Historical Background of the Research003
1.2.1IHE: A Global View005
1.2.2Australian IHE: A Historical Overview006
1.2.3Chinese IHE: Changes through time009
1.2.4IHE: A Comparative Perspective011
1.3Scope of This Book013
1.3.1Selection of China and Australia to Research013
1.3.2Selection of Study Period014
1.4Research Aims016
1.5Structure of the Book017
Chapter 2: Literature Review, Theoretical Framework and
Methodology018
2.1Literature Review018
2.1.1Globalization and IHE Policy018
2.1.2IHE Policy in China022
2.1.3IHE Policy in Australia023
2.1.4Comparative Study of the IHE Policy025
2.2Theoretical Framework026
2.2.1Educational Policy Convergence and Divergence027
2.2.2Path Dependence032
2.2.3Soft Power035
2.3Research Methodology and Methods036
2.3.1Inductive and Deductive Approaches in Document
Analysis036
2.3.2Comparative Study039
2.3.3Selection of Policies042
2.3.4Analytical Framework and Methods Designed for this
Study044
2.4Summary044
ContentsChapter 3: Macro-Lens of IHE: National Rationale, Objectives
and Strategic Priorities in China and Australia046
3.1Introduction046
3.2A Brief History of IHE in China and Australia049
3.2.1China’s IHE049
3.2.2Overview of Australian HE under Globalization052
3.3Overarching Meta-Policies in China055
3.4Overarching Meta-Policies in Australia060
3.4.1Bradley Review: The Review of Australian Higher
Education（2008）060
3.4.2Chaney Report: Australia-Educating Globally（2013-2018） 064
3.4.3A Smarter Australia: An Agenda for HE（2013-2016）065
3.4.4National Strategy for International Education（2015-2025）068
3.4.5Australian International Education 2025（2016-2025）069
3.4.6Summary070
3.5Comparison on Macro-Lens of Internationalization073
3.5.1Overview of the two nations’ overarching metapolicies073
3.5.2Rationale, objectives and strategic priorities074
3.6Discussion and Conclusion079
Chapter 4: Meso-Lens of IHE: Collaboration and Competition between Universities in China and Australia081
4.1Introduction081
4.2The Theory of Cooperation and Competition081
4.3Institution-Focused Policies in China083
4.3.1Chinese-Foreign Cooperation in Running Schools083
4.3.2Construction of WCUs088
4.3.3Confucius Institute Project093
4.3.4Summary of Analysis of Institutionfocused Policies095
4.4Institution-Focused Policies in Australia096
4.4.1Transnational HE096
4.4.2Competitiveness of Australian Universities098
4.4.3Summary of Analysis of Institution-Focused Policies100
4.5Comparison on Mese-Lens of Internationalization101
4.5.1Collaboration in “Running” Universities101
4.5.2Competitiveness and the Construction of WCUs107
4.5.3The Confucius Institute Project113
4.5.4Summary of InstitutionFocused Policies114
4.6Discussion and Conclusion115
Chapter 5: Micro-Lens of IHE: Inflow and Outflow Mobility of People
in China and Australia117
5.1Introduction117
5.2Brain Drain, Brain Gain and Brain Circulation
under Globalization and IHE119
5.3People Focused-Policies in China121
5.3.1Inflow people in IHE: Study in China121
5.3.2Outflow People in IHE: Chinese Studying Abroad123
5.3.3Outflow People in IHE: Global Talents Recruitment126
5.3.4Summary of People-focused Policies of China’s IHE130
5.4People-Focused Policies in Australia130
5.4.1Inflow People in IHE: Study in Australia130
5.4.2Inflow People in IHE: Student Visas and Migration
Policy136
5.4.3Outflow People in IHE: Australians Learning Abroad140
5.4.4Summary of People-Focused Policies of Australian IHE144
5.5Comparison on Micro-Lens of internationalization145
5.5.1Inflow-Foreign / International Students’ Policy145
5.5.2Inflow-Global Talents Recruitment Policy150
5.5.3Outflow-Learning Abroad155
5.6Discussion and Conclusion157
Chapter 6: Internationalizing HE with National Characteristics163
6.1Introduction163
6.2Policies of IHE in China and Australia, 20082020:
Policy Convergence and Divergence165
6.3Similar Global Trends but Different Responses:
Internationalizing HE with National Characteristics168
6.3.1Similar Global Trends of This Period（20082020）168
6.3.2Different Responses by Nations: China and Australia172
Chapter 7: Conclusion176
7.1Concluding Remarking176
7.2Contribution of This Study180
7.3Limitations of the Study181
7.4Future Research182
References184
Chapter 1: Introduction001
1.1Introduction001
1.2Historical Background of the Research003
1.2.1IHE: A Global View005
1.2.2Australian IHE: A Historical Overview006
1.2.3Chinese IHE: Changes through time009
1.2.4IHE: A Comparative Perspective011
1.3Scope of This Book013
1.3.1Selection of China and Australia to Research013
1.3.2Selection of Study Period014
1.4Research Aims016
1.5Structure of the Book017
Chapter 2: Literature Review, Theoretical Framework and
Methodology018
2.1Literature Review018
2.1.1Globalization and IHE Policy018
2.1.2IHE Policy in China022
2.1.3IHE Policy in Australia023
2.1.4Comparative Study of the IHE Policy025
2.2Theoretical Framework026
2.2.1Educational Policy Convergence and Divergence027
2.2.2Path Dependence032
2.2.3Soft Power035
2.3Research Methodology and Methods036
2.3.1Inductive and Deductive Approaches in Document
Analysis036
2.3.2Comparative Study039
2.3.3Selection of Policies042
2.3.4Analytical Framework and Methods Designed for this
Study044
2.4Summary044
ContentsChapter 3: Macro-Lens of IHE: National Rationale, Objectives
and Strategic Priorities in China and Australia046
3.1Introduction046
3.2A Brief History of IHE in China and Australia049
3.2.1China’s IHE049
3.2.2Overview of Australian HE under Globalization052
3.3Overarching Meta-Policies in China055
3.4Overarching Meta-Policies in Australia060
3.4.1Bradley Review: The Review of Australian Higher
Education（2008）060
3.4.2Chaney Report: Australia-Educating Globally（2013-2018） 064
3.4.3A Smarter Australia: An Agenda for HE（2013-2016）065
3.4.4National Strategy for International Education（2015-2025）068
3.4.5Australian International Education 2025（2016-2025）069
3.4.6Summary070
3.5Comparison on Macro-Lens of Internationalization073
3.5.1Overview of the two nations’ overarching metapolicies073
3.5.2Rationale, objectives and strategic priorities074
3.6Discussion and Conclusion079
Chapter 4: Meso-Lens of IHE: Collaboration and Competition between Universities in China and Australia081
4.1Introduction081
4.2The Theory of Cooperation and Competition081
4.3Institution-Focused Policies in China083
4.3.1Chinese-Foreign Cooperation in Running Schools083
4.3.2Construction of WCUs088
4.3.3Confucius Institute Project093
4.3.4Summary of Analysis of Institutionfocused Policies095
4.4Institution-Focused Policies in Australia096
4.4.1Transnational HE096
4.4.2Competitiveness of Australian Universities098
4.4.3Summary of Analysis of Institution-Focused Policies100
4.5Comparison on Mese-Lens of Internationalization101
4.5.1Collaboration in “Running” Universities101
4.5.2Competitiveness and the Construction of WCUs107
4.5.3The Confucius Institute Project113
4.5.4Summary of InstitutionFocused Policies114
4.6Discussion and Conclusion115
Chapter 5: Micro-Lens of IHE: Inflow and Outflow Mobility of People
in China and Australia117
5.1Introduction117
5.2Brain Drain, Brain Gain and Brain Circulation
under Globalization and IHE119
5.3People Focused-Policies in China121
5.3.1Inflow people in IHE: Study in China121
5.3.2Outflow People in IHE: Chinese Studying Abroad123
5.3.3Outflow People in IHE: Global Talents Recruitment126
5.3.4Summary of People-focused Policies of China’s IHE130
5.4People-Focused Policies in Australia130
5.4.1Inflow People in IHE: Study in Australia130
5.4.2Inflow People in IHE: Student Visas and Migration
Policy136
5.4.3Outflow People in IHE: Australians Learning Abroad140
5.4.4Summary of People-Focused Policies of Australian IHE144
5.5Comparison on Micro-Lens of internationalization145
5.5.1Inflow-Foreign / International Students’ Policy145
5.5.2Inflow-Global Talents Recruitment Policy150
5.5.3Outflow-Learning Abroad155
5.6Discussion and Conclusion157
Chapter 6: Internationalizing HE with National Characteristics163
6.1Introduction163
6.2Policies of IHE in China and Australia, 20082020:
Policy Convergence and Divergence165
6.3Similar Global Trends but Different Responses:
Internationalizing HE with National Characteristics168
6.3.1Similar Global Trends of This Period（20082020）168
6.3.2Different Responses by Nations: China and Australia172
Chapter 7: Conclusion176
7.1Concluding Remarking176
7.2Contribution of This Study180
7.3Limitations of the Study181
7.4Future Research182
References184
展開全部
高等教育國(guó)際化政策中澳比較研究(英文版) 作者簡(jiǎn)介
洪敏，湖北漢川人，本科就讀于武漢大學(xué)政治學(xué)與行政學(xué)專業(yè)，輔修經(jīng)濟(jì)學(xué)雙學(xué)位；碩士就讀于復(fù)旦大學(xué)高教所，開始以高等教育作為專業(yè)方向；碩士畢業(yè)后獲得澳大利亞政府獎(jiǎng)學(xué)金赴昆士蘭大學(xué)攻讀博士學(xué)位，開始以高等教育國(guó)際化為主要研究方向，師從國(guó)際著名教育政策學(xué)者Bob Lingard教授和Ian Hardy副教授，畢業(yè)后回國(guó)就職于華中科技大學(xué)教育科學(xué)研究院，從事教學(xué)和科研工作。目前有多篇研究成果發(fā)表在Higher Education，Studies in Higher Education，Higher Education Research & Development等SSCI國(guó)際期刊及CSSCI期刊上。
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