Reflections on the Social Role of Contemporary Chinese Universities in the Reform Era

doi:10.3868/s110-001-012-0013-2

Front Educ Chin

2012, Vol. 7

Issue (2) : 232-252 https://doi.org/10.3868/s110-001-012-0013-2

research-article

Reflections on the Social Role of Contemporary Chinese Universities in the Reform Era

XUN Yuan(

)

Institute of Higher Education, East China Normal University, Shanghai 200062, China

Download: PDF(278 KB) HTML
Export: BibTeX | EndNote | Reference Manager | ProCite | RefWorks

Abstract

In the last three decades, along with rapid economic and social changes in China, dramatic changes have taken place in Chinese higher education, where Chinese universities have been experiencing a variety of systematic reforms. Chinese universities are also facing some new issues yet they have largely neglected the task of establishing their own internal values and taking up their social responsibility.

Keywords social role change universities higher education challenge

Corresponding Author(s): XUN Yuan,Email:yxun@dedu.ecnu.edu.cn

Issue Date: 05 June 2012

Cite this article:

XUN Yuan. Reflections on the Social Role of Contemporary Chinese Universities in the Reform Era[J]. Front Educ Chin, 2012, 7(2): 232-252.

URL:

https://academic.hep.com.cn/fed/EN/10.3868/s110-001-012-0013-2
https://academic.hep.com.cn/fed/EN/Y2012/V7/I2/232

[1]	Baoyan CHENG, Donghui ZHANG. Cultivating Citizens with Confucian Cosmopolitanism: Defining the Purpose of Liberal Arts Education in the Asian Context[J]. Front. Educ. China, 2020, 15(4): 564-587.
[2]	JIN Li, Rebecca CLOTHEY, Brian MCCOMMONS. Implementing Effective Internships: A Case Study of Work-Integrated Learning in a Chinese Undergraduate University[J]. Front. Educ. China, 2020, 15(3): 482-504.
[3]	Xiaoxi DONG, Lilia C. DIBELLO, Mehmet TÜREGÜN, Ruth A. BAN. An Exploratory Analysis of a Subjective Well-Being Model for Chinese University Students[J]. Front. Educ. China, 2020, 15(3): 403-421.
[4]	YANG Ying, NIU Xinchun, YANG Fei, HU Pingping. Higher Education Expansion, Selections Based on Non-Cognitive Abilities and Gender Differences: The Case of China[J]. Front. Educ. China, 2020, 15(2): 279-312.
[5]	YANG Rui. Political Culture and Higher Education Governance in Chinese Societies: Some Reflections[J]. Front. Educ. China, 2020, 15(2): 187-221.
[6]	Boning LYU, Xuedan QI. A Review of Research on Technology-Assisted Teaching and Learning of Chinese as a Second or Foreign Language from 2008 to 2018[J]. Front. Educ. China, 2020, 15(1): 142-163.
[7]	ZHUANG Tengteng, CHEUNG Alan C. K., LAU Wilfred W. F., TANG Yipeng. Development and Validation of an Instrument to Measure STEM Undergraduate Students’ Comprehensive Educational Process[J]. Front. Educ. China, 2019, 14(4): 575-611.
[8]	YUAN Hui, HUANG Xingfeng. China-England Mathematics Teacher Exchange and Its Impact[J]. Front. Educ. China, 2019, 14(3): 480-508.
[9]	Peter Tze Ming NG. Resurgence of the Study of China’s Christian Higher Education since 1980s[J]. Front. Educ. China, 2019, 14(3): 364-386.
[10]	Yan WANG, Sao Leng IEONG. Will Globalized Higher Education Embrace Diversity in China?[J]. Front. Educ. China, 2019, 14(3): 339-363.
[11]	Merve ZAYIM-KURTAY, Chang ZHU. Challenges of Chinese and European Universities in the Modernization and Global Context[J]. Front. Educ. China, 2019, 14(2): 284-308.
[12]	Anthony WELCH, XU Xiuyan. Prospect and Limits of China-EU Relations in Higher Education: A Danish Case Study[J]. Front. Educ. China, 2019, 14(2): 257-283.
[13]	Hanwei LI. Academic Integration of Chinese Students in Finland and Germany: A Comparative Perspective[J]. Front. Educ. China, 2019, 14(2): 234-256.
[14]	Yuzhuo CAI. China-Europe Higher Education Cooperation: Opportunities and Challenges[J]. Front. Educ. China, 2019, 14(2): 167-179.
[15]	Ryan M. ALLEN. What Do Students Know about University Rankings? Testing Familiarity and Knowledge of Global and Domestic University League Tables in China[J]. Front. Educ. China, 2019, 14(1): 59-89.

Viewed

Full text

Abstract

Cited

Shared

Discussed