Publicação
Quality assurance of transnational higher education cooperation: The case of Chinese-foreign cooperation in running schools
| Resumo: | Chinese foreign Cooperation in Running Schools (CFCRS) is shifting from an extensive development stage characterized by scale expansion to a stage with quality at its core, in which quality management plays a vital role. However, the quality of Chinese foreign cooperative education is currently uneven and despairing mainly due to the absence of a quality assurance and evaluation system. From the perspective of the stakeholder theory and employing a qualitative approach, this is the problem that this thesis aims to address by developing an analytical framework and identifying the factors that influence the quality of CFCRS and its assurance. Data were collected in different stages. First, a questionnaire was administered to 26 CFCRS management experts in two rounds using the Delphi technique of expert consultation with the purpose of identifying the key stakeholders to be involved in the quality assurance system of CFCRS and to design semi structured interviews to be addressed to them. Then, the case study method was adopted for in depth understanding of the problem. The interviews were complemented with document analysis and a multi stakeholder quality assurance framework for CFCRS was constructed attempting to explain three aspects: who the subject of the assurance is, how and what to assure. Results show that the top six core stakeholders of CFCRS are national government/ministries/ accreditation agencies; host municipalities (local government authorities); partners; senior university management (the dean’s team, general board, council of deans); students; and teaching/research staff. Secondly, to build a quality assurance mechanism conducive to stakeholder participation, four factors play an important role: (1) the construction of quality culture; (2) the establishment of trust; (3) communication, cooperation, and engagement among stakeholders; (4) cross cultural management. Finally, during the whole process of input process output of educational resources, three main issue s need to be considered: 1) the input of education resources should highlight the level of internationalization; (2) the education process should focus on management services and communication support; (3) the evaluation of education output needs to be emphasized. |
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| Autores principais: | Ou Weiyan |
| Assunto: | CFCRS Quality assurance Transnational higher education CUSE Garantia de qualidade Educação superior transnacional |
| Ano: | 2023 |
| País: | Portugal |
| Tipo de documento: | tese de doutoramento |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | ISCTE |
| Idioma: | inglês |
| Origem: | Repositório ISCTE |
| Resumo: | Chinese foreign Cooperation in Running Schools (CFCRS) is shifting from an extensive development stage characterized by scale expansion to a stage with quality at its core, in which quality management plays a vital role. However, the quality of Chinese foreign cooperative education is currently uneven and despairing mainly due to the absence of a quality assurance and evaluation system. From the perspective of the stakeholder theory and employing a qualitative approach, this is the problem that this thesis aims to address by developing an analytical framework and identifying the factors that influence the quality of CFCRS and its assurance. Data were collected in different stages. First, a questionnaire was administered to 26 CFCRS management experts in two rounds using the Delphi technique of expert consultation with the purpose of identifying the key stakeholders to be involved in the quality assurance system of CFCRS and to design semi structured interviews to be addressed to them. Then, the case study method was adopted for in depth understanding of the problem. The interviews were complemented with document analysis and a multi stakeholder quality assurance framework for CFCRS was constructed attempting to explain three aspects: who the subject of the assurance is, how and what to assure. Results show that the top six core stakeholders of CFCRS are national government/ministries/ accreditation agencies; host municipalities (local government authorities); partners; senior university management (the dean’s team, general board, council of deans); students; and teaching/research staff. Secondly, to build a quality assurance mechanism conducive to stakeholder participation, four factors play an important role: (1) the construction of quality culture; (2) the establishment of trust; (3) communication, cooperation, and engagement among stakeholders; (4) cross cultural management. Finally, during the whole process of input process output of educational resources, three main issue s need to be considered: 1) the input of education resources should highlight the level of internationalization; (2) the education process should focus on management services and communication support; (3) the evaluation of education output needs to be emphasized. |
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