Student Learning and Development in Chinese Higher Education: College Students’ Experience in China by Yuhao Cen. New York: Routledge, 2017. 158 pp. $44.96 (eBook). ISBN 978-1138905481.

2018 ◽  
Vol 62 (3) ◽  
pp. 454-456
Author(s):  
David Post
Keyword(s):  
Higher Education ◽  
College Students ◽  
New York ◽  
Student Learning ◽  
Chinese Higher Education ◽  
Learning And Development ◽  
Education College

scholarly journals A Review of Yuhao Cen’s Student Learning and Development in Chinese Higher Education: College Students’ Experience in China

10.28945/4506 ◽  
2020 ◽  
Vol 5 ◽  
pp. 035-038
Author(s):  
MU ZHANG
Keyword(s):  
Higher Education ◽  
College Students ◽  
Student Affairs ◽  
Student Learning ◽  
Higher Education Institutions ◽  
Chinese Student ◽  
Chinese Higher Education ◽  
Education Student ◽  
Learning And Development ◽  
Education College

Aim/Purpose: Book Review: Student Learning and Development in Chinese Higher Education: College Students’ Experience in China Background: This book describes and interprets student learning and development as perceived by students in Chinese higher education institutions. Impact on Society: Overall, this book appeals to higher education scholars from all countries and regions. It is a good resource for faculty in Chinese higher education institutions to deepen their understanding of undergraduate students to promote their learning and development. Chinese student affairs professionals struggling with how to support the students they work with would benefits greatly from this book. Likewise, Chinese graduate students contemplating a career in higher education/student affairs would also benefit from reading this book. It also provides global higher education professionals a good perspective to understand Chinese higher education under the background of higher education globalization.

scholarly journals Student governments in Chinese higher education: reflection on college students’ and student cadres’ political trust

2021 ◽  
Author(s):  
Wei Huang ◽  
Panpan Yao ◽  
Fan Li ◽  
Xiaowei Liao
Keyword(s):  
Higher Education ◽  
College Students ◽  
Communist Party ◽  
Power Distribution ◽  
Chinese Communist Party ◽  
Political Trust ◽  
Chinese Higher Education ◽  
Student Government ◽  
Party Membership ◽  
The Chinese Communist Party

AbstractThis paper documents the structure and operations of student governments in contemporary Chinese higher education and their effect on college students’ political trust and party membership. We first investigate the structure and power distribution within student governments in Chinese universities, specifically focusing on the autonomy of student governments and the degree to which they represent students. Second, using a large sample of college students, we examine how participating in student government affects their political trust and party membership. Our results show that student government in Chinese higher education possesses a complex, hierarchical matrix structure with two main parallel systems—the student union and the Chinese Communist Party system. We found that power distribution within student governments is rather uneven, and student organisations that are affiliated with the Chinese Communist Party have an unequal share of power. In addition, we found that students’ cadre experience is highly appreciated in student cadre elections, and being a student cadre significantly affects their political trust and party membership during college.

Organizing Working-Class Academics: A Collective History

2017 ◽  
Vol 2 (2) ◽  
pp. 168-178
Author(s):  
Allison Hurst ◽  
Tery Griffin ◽  
Alfred Vitale
Keyword(s):  
Higher Education ◽  
College Students ◽  
New York ◽  
Working Class ◽  
Special Section ◽  
Upstate New York ◽  
The Us ◽  
Working Class Studies ◽  
Key Questions

In 2008, the Association of Working-Class Academics was founded in upstate New York by three former members of the Working-Class/Poverty-Class Academics Listserv. The Association had three goals: advocate for WCAs, build organizations on campuses that would support both working-class college students and WCAs, and support scholarship on issues relevant to class and higher education. The Association grew from a small handful to more than 200 members located in the US, UK, Australia, Canada, and Germany. In 2015, it was formally merged with the Working-Class Studies Association, and continues there as a special section for WCSA members. This is our collective account of the organization, told through responses to four key questions. We hope this history will provide insight and lessons for anyone interested in building similar organizations.

scholarly journals Perceções sobre criatividade: Estudo com estudantes do Ensino Superior

2016 ◽  
Vol 29 (2) ◽  
pp. 141 ◽  
Author(s):  
Maria de Fátima Morais ◽  
Leandro Da Silva Almeida
Keyword(s):  
Higher Education ◽  
College Students ◽  
University Students ◽  
Crucial Role ◽  
Educational Practices ◽  
Education College ◽  
And Gender ◽  
Curriculum Area ◽  
The University ◽  
Source Of Information

No  mundo  atual,  a  universidade  tem  um  papel  crucial  na  formação  de cidadãos capazes de inovar. A criatividade surge, assim, como um conceito a valorizar  no  ensino  superior,  mas  tal  valorização  implica  alterações  no quotidiano  educativo.  Uma  fonte  de  informação  relevante  para  a rentabilizações  das  competências  criativas  nos  alunos  universitários  é auscultar  o  que  estes  pensam  sobre  elas.  Neste  sentido,  a  partir  do questionário  "Universidade  e  Competências  Criativas",  foram  analisadas perceções de 582 estudantes de uma universidade portuguesa acerca da conceituação e da valorização de criatividade no contexto académico. As percepções foram analisadas em função da área curricular de formação e do género, encontrando-se diferenças estatisticamente significativas para ambas as  variáveis.  Os  resultados  permitem  reflexões  no  sentido  de aprofundamentos futuros deste estudo, assim como apontam direções para cuidados e reforços a ter nas práticas educativas neste nível de ensino.Palavras-chave: Criatividade; Ensino Superior; Estudantes universitários; Perceções ABSTRACTIn today's world, the University has a crucial role in the education of citizens in order to innovate. Creativity is thus a concept to value in higher education, but that valuation implies changes in the educational practices. A relevant source of information in order to promote creative skills in college students is to gather what they think about those skills. Through the questionnaire "University and Creative Skills" the perceptions of 582 Portuguese university students about the conceptualization and valorization of creativity in the academic contexts were analyzed. The perceptions were analyzed according to the students curriculum area and gender. Data suggest significant statistical differences in function  of  both  variables.  The  results  allow  reflections  towards  further developments of this study but also point directions to reinforce deliberate educational practices in this level of education.Keywords:Creativity; Higher Education; College students; Perceptions

scholarly journals Transforming The Institution from the Inside: Creating the Brave New Community College of the Future

2015 ◽  
Vol 5 (1) ◽  
pp. 25-36
Author(s):  
Jim Riggs
Keyword(s):  
Higher Education ◽  
Community College ◽  
Economic Development ◽  
Community Colleges ◽  
Student Learning ◽  
Wide Spread ◽  
Learning And Development ◽  
College Leaders ◽  
Improving Student Learning ◽  
New Community

With rising and wide spread expectations that commu-nity colleges will become stronger forces throughout the nation, the stage is now set for these institutions to become even bigger players in the landscape of higher education, economic development and social justice by helping to create a more inclusive, well-educated and engaged citizenry. This article looks inward at what com-munity college leaders, faculty and student services pro-fessionals need to do to transform their institutions into colleges that are truly ready to meet these rapidly grow-ing expectations and to be able to take full advantage of these new opportunities. Four key areas at the institution-al level are discussed that must be addressed in order for community colleges to make substantial and necessary improvements in student learning and development. These include: (1) expanding the definition and under-standing of what leads to student learning and success; (2) realigning and tightly coupling every function and activity at the college to better support student learning and success; (3) confronting the myth that community colleges are innovative and flexible institutions; and (4) instituting a new kind of leadership that is focused firmly on improving student learning and success. There are enormous opportunities waiting for community colleges that will require dramatic transformation and change throughout the organization.

scholarly journals DYNAMICS OF LEARNING MOTIVATION/ DE-MOTIVATION IN THE CONTEXT OF TEACHERS’ COMPETENCIES IN LEARNING MOTIVATION

2020 ◽  
Vol 1 ◽  
pp. 26
Author(s):  
Birutė Anužienė ◽  
Rūta Marija Andriekienė ◽  
Marina Voropajeva
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Empirical Analysis ◽  
Teacher Support ◽  
Point Of View ◽  
Learning Motivation ◽  
Teaching Activities ◽  
Motivation Factors ◽  
Education College

This article presents findings of the study of students’ attitude toward the dynamics of learning motivation/de-motivation and teachers’ competencies in learning motivation. The study is based on the assumption that students’ motivation in higher education (college or university) is to be supported and enhanced throughout their studies, while positive dynamics of it is subject to the use of learning motivation competencies by teachers in their teaching activities. It is highly important to identify the interrelation between teachers’ competencies in learning motivation and students’ motivation/de-motivation factors so that to establish tools for refining the objects under study, to enable a purposeful action, to make a focused intervention in the ongoing teaching processes for improvement thereof and obtaining better learning outcomes for students. Analysis of students’ attitude might help to respond more comprehensively the following problematic questions: What are motivation/de-motivation factors for student learning? What do teachers’ competencies in learning motivation consist of? In what ways can a teacher support the positive dynamics of learning motivation in students? Thus, this article is aimed to analyse factors for the dynamics of students’ motivation/de-motivation, a content of teachers’ competencies in learning motivation, and their practice from the students’ point of view. The article consists of an introduction and two parts: the first part provides theoretical discourse, the second part is dedicated to an empirical analysis of students’ attitude toward the learning motivation/de-motivation factors, teachers’ competencies in learning motivation, a content thereof, and dynamics of learning motivation. The article ends with a discussion and conclusions, followed by references. 

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