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Faculty development in Chinese highe...

Li, Jian.

Faculty development in Chinese higher educationconcepts, practices, and strategies /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Faculty development in Chinese higher educationby Xudong Zhu, Jian Li.
Reminder of title:	concepts, practices, and strategies /
Author:	Zhu, Xudong.
other author:	Li, Jian.
Published:	Singapore :Springer Singapore :2019.
Description:	xx, 220 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	Education, HigherChina.
Online resource:	https://doi.org/10.1007/978-981-13-7767-9
ISBN:	9789811377679$q(electronic bk.)

Faculty development in Chinese higher educationconcepts, practices, and strategies /
Zhu, Xudong.

Faculty development in Chinese higher educationconcepts, practices, and strategies /[electronic resource] :by Xudong Zhu, Jian Li. - Singapore :Springer Singapore :2019. - xx, 220 p. :ill., digital ;24 cm. - Perspectives on rethinking and reforming education,2366-1658. - Perspectives on rethinking and reforming education..

Part 1 Conceptual Faculty Development Model -- Chapter 1 Introduction on Faculty Development -- Chapter 2 Comparing Western and Eastern Faculty Development Concept -- Chapter 3 Conceptualizing Chinese Faculty Development Model -- Part 2 Practical Framework of Chinese Faculty Development -- Chapter 4 Mapping Chinese Faculty Development Concept -- Chapter 5 Constructing Chinese Faculty Development Practice -- Chapter 6 Chinese Faculty Development Practice -- Chapter 7 Chinese Faculty Development Strategy -- Chapter 8 Trends and Implications of Chinese Faculty Development Reform -- Chapter 9 Issues and Strategy of Chinese Characteristic Faculty Development -- Part 3 Conceptualizing Chinese Faculty Development Model: Interviews of Chinese Experts -- Chapter 10 Conceptualizing Chinese Faculty Development Mode: Interviews with Experts.

This book provides a framework for investigating faculty development in the Chinese higher education system, and proposes a faculty development model, which is subsequently applied to assess the conceptual, practical and strategic dimensions of Chinese faculty development. The proposed framework is primarily based on reconstructing the higher education system. The book focuses on conceptualizing and pursuing faculty development. The intended readership includes researchers with an interest in, or whose work involves, research on faculty development and comparative higher education; administrators and stakeholders in Chinese higher education management; and graduate students majoring or minoring in comparative higher education.

ISBN: 9789811377679$q(electronic bk.)

Standard No.: 10.1007/978-981-13-7767-9doiSubjects--Topical Terms:

540749
Education, Higher
--China.

LC Class. No.: LA1133 / .Z489 2019

Dewey Class. No.: 378.51

Faculty development in Chinese higher educationconcepts, practices, and strategies /
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245 1 0 $a Faculty development in Chinese higher education $h [electronic resource] : $b concepts, practices, and strategies / $c by Xudong Zhu, Jian Li.
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300 $a xx, 220 p. : $b ill., digital ; $c 24 cm.
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505 0 $a Part 1 Conceptual Faculty Development Model -- Chapter 1 Introduction on Faculty Development -- Chapter 2 Comparing Western and Eastern Faculty Development Concept -- Chapter 3 Conceptualizing Chinese Faculty Development Model -- Part 2 Practical Framework of Chinese Faculty Development -- Chapter 4 Mapping Chinese Faculty Development Concept -- Chapter 5 Constructing Chinese Faculty Development Practice -- Chapter 6 Chinese Faculty Development Practice -- Chapter 7 Chinese Faculty Development Strategy -- Chapter 8 Trends and Implications of Chinese Faculty Development Reform -- Chapter 9 Issues and Strategy of Chinese Characteristic Faculty Development -- Part 3 Conceptualizing Chinese Faculty Development Model: Interviews of Chinese Experts -- Chapter 10 Conceptualizing Chinese Faculty Development Mode: Interviews with Experts.
520 $a This book provides a framework for investigating faculty development in the Chinese higher education system, and proposes a faculty development model, which is subsequently applied to assess the conceptual, practical and strategic dimensions of Chinese faculty development. The proposed framework is primarily based on reconstructing the higher education system. The book focuses on conceptualizing and pursuing faculty development. The intended readership includes researchers with an interest in, or whose work involves, research on faculty development and comparative higher education; administrators and stakeholders in Chinese higher education management; and graduate students majoring or minoring in comparative higher education.
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