Literaturnachweis - Detailanzeige
Autor/in | Lai, Manhong |
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Titel | Enhancing Teaching Quality in Higher Education: A Case Study of a Regional University in China |
Quelle | In: Education and Urban Society, 53 (2021) 5, S.585-602 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Lai, Manhong) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0013-1245 |
DOI | 10.1177/0013124520928613 |
Schlagwörter | Educational Quality; Teaching Methods; Higher Education; Teacher Collaboration; Communities of Practice; Teacher Attitudes; College Faculty; Universities; Management Development; Teacher Education; Information Science Education; Physics; Institutional Characteristics; Governance; Administrative Organization; Standards; Foreign Countries; Educational Change; Educational Improvement; China Quality of education; Bildungsqualität; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerkooperation; Community; Lehrerverhalten; Fakultät; University; Universität; Lehrerausbildung; Lehrerbildung; Informationstechnologische Bildung; Physik; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Standard; Ausland; Bildungsreform; Teaching improvement; Unterrichtsentwicklung |
Abstract | Enhancing university teaching has become a focus of higher education reform policies on the Chinese mainland. Facilitating teacher collaboration within teacher communities is perceived to be an effective way of enhancing teaching quality. Using qualitative methods, we conducted in-depth interviews at a sample university (H) which is a regional university operated and financially supported by the regional government. Twenty academics in four separate departments (Management, Information Technology, Education, and Physics) were interviewed. First, we found that University H had arranged joint enterprises, that a standardized repertoire was used, and that detailed controls were exercised over teaching performance. Second, we also found that the rationale of patriarchal governance was hindering the development of a community of practice. Third, young teachers were employing a strategy of passive resistance to the arranged collaboration. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |