Books in the East-West Crosscurrents in Higher Education series

This book examines the way Chinese academics returning from the US re-establish their academic identities and professional practices at China's research universities in the context of higher education internationalization in China.

This book uses a mixed-method approach to address the topic of personal epistemology among Chinese engineering doctoral students from U.S. institutions.--It presents a broad view of the epistemological development among Chinese engineering students from five U.S. Midwestern doctoral programs.

This book introduces a new typology of "inward- and outward-oriented" higher education internationalization, and investigates China's current situation of shifting from a mainly "inward-oriented" higher education internationalization to a more balanced approach.

This book introduces a new typology of ¿inward- and outward-oriented¿ higher education internationalization, and investigates Chinäs current situation of shifting from a mainly ¿inward-oriented¿ higher education internationalization to a more balanced approach. It describes the gap between Chinäs soft power goals of using higher education internationalization for image and influence enhancement and the reality, and examines the three major dimensions of Chinäs ¿outward-oriented¿ higher education internationalization (i.e. the Confucius Institute program based on Sino-foreign higher education collaboration, international development aid in higher education, and higher education level international student recruitment) based on reflections provided by international graduate students in English instruction programs in education-related majors in three Chinese universities. Providing both theoretical insights and real-world examples, this book is suitable for higher education researchers, graduate students in the relevant fields, administrators of higher education institutions, and policymakers in the government sector.

This book investigates the higher education system in Germany and China, and analyzes the differences between academic higher education and application-oriented higher education. It explores the past, present, and future of application-oriented higher education in these two countries, and discusses the advantages and disadvantages of this type of education. Using multiple data collection methods across case studies and student questionnaires, it demonstrates the necessity of a dual track higher education system based on separate entrance test and admission system to tertiary-level education, which ensures that students have transitional options. Further, it highlights the improvement of teaching quality and student satisfaction with application-oriented higher education and concludes that the international perspectives from higher education should be considered as one of the most significant methods of educational strategies.