This book explores how a major Chinese university pivoted to hybrid online and campus education as a result of the COVID-19 pandemic, and the implications of this ‘turning point’ for Chinese higher education, and also for higher education globally. It looks at how the prolonged disruption has impacted the design of future hybrid arrangements for university teaching. Presented in four parts, the book unpacks Tsinghua’s thoughtful yet swift strides into the new era of ‘global hybrid higher education.’ The book examines influential technology, education, policy, and global forces. It studies transformative leadership which guided change and construction of extensive and enabling technological infrastructure. Insights from evaluations of student and faculty experiences, interactions, and activities are accompanied by projections about emerging designs of global hybrid higher education. The research describes future steps for Tsinghua and global universities. Articulating Tsinghua’s standing in China and the world, and its contribution to technology and education, this unique research will be of profound interest to students and academics in higher education and education policy and practice, as well as policy experts and higher education leaders around the world.

The People's Republic of China under the leadership of Xi Jinping is undergoing rapid changes at the present time. The nature of these changes was evident during the 19th Party Congress of 2017 and unfolded swiftly thereafter. This volume, produced by a group of 25 China experts of India associated with the Institute of Chinese Studies, offers a detailed examination of Xi Jinping's initiatives in the context of what was proclaimed as a 'new era'. The contributions cover several important areas ranging from social and political spheres to diplomatic dimensions. Discussing the leadership style and the reorganisation of the Communist Party structure, especially the Central Committee and the Politbureau, and the ongoing anti-corruption campaign, the authors underline the emerging pattern of centralisation of authority and reversal of Deng Xiaoping's mode of politics. Xi Jinping's global strategy, which hinges on programmes such as the Belt and Road Initiative, and adoption of a new approach to regions as resource bases and pursuing the mantra of innovation in all spheres are examined indepth, keeping in view China's long term, stated ambitions to emerge as a 'great, modern, strong and prosperous country' by the mid-21st century. Deeper analysis of the effects of Xi's policies on the media, workers, women, the environment, ethnic minorities and culture and the deconstruction of Xi Jinping Thought in theoretical and civilizational perspectives are highlights of this work.

Focuses on China's long-term pattern of growth and employment, demographic shifts, and rural-urban migration, its agricultural trade and local elections, China's banking sector reform and its fiscal sustainability, its environmental concerns, and much more.

This book unlocks mysteries surrounding university presidents. Presidents have a large and growing influence on world and academic affairs. Yet until now, little has been revealed about how they enact their roles, how they capture motivation and academic energy, and their views on higher education. This book sheds light on these critical topics, revealing insights from in-depth interviews with presidents of nineteen globally focused universities from thirteen countries. The book presents the interview transcripts and surrounds these with interpretative commentary. Underpinned by leadership theory and framed by analysis, the book provides glimpses into how top leaders think, how presidents manoeuvre through their careers, how leaders form and run productive teams, and opportunities for research and innovation. Common themes and challenges are identified. The presidents reflect on university landscapes, strategic outlooks, the formation of executive teams, online teaching, funding, industry engagement, sustainability, grand challenges, and interdisciplinarity. This book is for professionals and scholars who are interested in education, universities, public policy, science and humanities, and global affairs.

HUANG Yiping is Professor of Economics at the China Center for Economic Research, National School of Development, Peking University, China. He is also an adjunct professor at the Australian National University and a member of the China Finance 40 Forum. His current research focuses on macroeconomic policy, international finance and rural development. CAI Fang is Director, Professor and Fellow at the Institute of Population and Labor Economics, Chinese Academy of Social Sciences, China. He serves as Vice Chairman of the China Population Association. His current research focuses on China’s labor migration, population and development, economic reform, income distribution and poverty.

This book investigates the 'warlord' period in China, focusing on the pivotal year 1924.

This open access book explores how educational researchers working at the edges of innovations in languages and literacies, leadership, assessment, social and cultural transformation, and pedagogies rethink the educational turn in new sites. It engages with the Scholarship of Teaching and Learning (SoTL) for educational researchers to redefine ways of knowing about learning post-COVID and deepen collective understanding of student learning and teaching for next practices to emerge. This book extends the theoretical and practical aspects of the educational turn across multiple contexts as SoTL. It is grounded in a field of practice and ways of knowing, outlining key intellectual principals, and set against specific examples from research. The chapters reference an understanding of the pedagogical implications of the ‘educational turn’, utilise a broad range of theory and concepts, and explore potential implications for education and next practices.

The Research Handbook on the Transformation of Higher Education captures the complexities and paradoxes associated with higher education transformation. Drawing upon current empirical and theoretical scholarship, it identifies the drivers, actors, developments and outcomes of transformational processes within the field.

In spite of the increasing attention attributed to the rise in prominence of the BRICS (Brazil, Russia, India, China and South Africa) countries, few studies have looked at the ways in which broader social expectations with respect to the role of higher education across the BRICS have changed, or not, in recent years. Our point of departure is that, contrary to the conventional wisdom focusing on functionalistic perspectives, higher education systems are not just designed by governments to fulfill certain functions, but have a tendency for evolving in a rather unpredictable fashion as a result of the complex interplay between a number of internal and external factors. In reality, national higher education systems develop and change according to a complex process that encompasses the expectations of governmental agencies, markets, the aspirations of the population for the benefits of education, the specific institutional traditions and cultures of higher education institutions, and, increasingly so, the interests and strategies of the private firms entering and offering services in the higher education market. This basically means that it is of outmost importance to move away from conceiving of "universities" or "higher education" as single, monolithic actors or sector. One way of doing this is by investigating a selected number of distinct, but nonetheless interrelated factors or drivers, which, taken together, help determine the nature and scope of the social compact between higher education (its core actors and institutions) and society at large (government, industry, local communities, professional associations).