Impact on Higher Education Transformation and Leadership Development: Overseas Leadership Development Programmes for Chinese University Leaders (East-West Crosscurrents in Higher Education)

This book studies impact of “Overseas Leadership Development Programmes for Chinese University Leaders in the Central and Western Regions of China,” a research project funded by National Office for Education Sciences Planning (No. CIA170270), China. It is intended to enhance university leaders’ professionalism and to achieve impact on both the individual and institutional levels. The empirical data was collected using a mixed-methods approach including policy documents, learning diaries, a quantitative survey, and individual interviews. From the standpoint of transnational education, the book scrutinizes the context of the Chinese higher education governance system, the provision of overseas leadership development programmes, the needs of Chinese university leaders, the leadership development impact on the university leaders’ personal views regarding leadership, and its impact on institutional development and change. The book also addresses the challenges faced by these leaders when implementing the changes after their leadership development sections, explaining how these leadership development sections met or failed to meet the national goals of promoting innovation and social justice in university leaders’ work. The findings presented here will greatly enrich readers’ knowledge concerning Chinese university leaders’ professionalism and professional development. Further, the respective chapters provide evidence-based recommendations for educational practitioners, policymakers, overseas trainers, and researchers who are interested in developing university leaders’ professionalism through targeted leadership development, making the book a valuable resource for leadership development, policymaking, and further educational research. Foreword by Bailian Huang 7 Foreword by Yuzhuo Cai 10 Preface 14 Acknowledgements 17 Praise for Impact on Higher Education Transformation and Leadership Development 19 Contents 21 Editors and Contributors 22 Abbreviations 24 List of Tables 25 Themes, Providers, Methods, and Purposes of the Overseas Leadership Development Programmes 27 1 Introduction 27 2 An Overview of the Overseas Leadership Development Programmes 28 3 The Design, Organisation and Delivery of the Overseas Leadership Development Programmes 33 4 Suggestions for Further Development 37 5 Conclusion 38 References 38 Characteristics and Leadership Development Needs of Chinese Higher Education Institution Leaders 40 1 Introduction 40 2 Literature Review 41 2.1 The Characteristics of the Learners 41 2.2 Leadership Development Needs 42 3 Methods 43 3.1 Pre-leadership Development Survey 43 3.2 Post-leadership Development Interviews 44 4 Findings 44 4.1 The Characteristics of HEI Leaders 44 4.2 Leadership Development Needs of HEI Leaders 46 5 Conclusion 49 References 50 Perceived Understanding of Australian and Chinese Higher Education Systems: A Case Study on Australian Leadership Development Programmes 52 1 Introduction 52 2 Higher Education Systems in Australia and China 53 2.1 HE Systems in Australia 54 2.2 HE Systems in China 55 3 Methodology 56 3.1 The Australian Leadership Development Programmes 56 3.2 Data Collection 56 3.3 Data Analysis 58 4 Findings and Discussion 58 4.1 Physical and Social Environment 59 4.2 HEI Governance 60 5 Conclusion 62 References 63 Perceptions of Tenure: Faculty Development Issues in U.S. Leadership Development Programmes 66 1 Introduction 66 2 Tenure in HEIs 67 2.1 Tenure in American HEIs 67 2.2 Tenure in Chinese HEIs 68 3 Methods 69 3.1 The U.S. Leadership Development Programmes 69 3.2 Data Collection 69 3.3 Data Analysis 71 4 Findings 71 4.1 Third-Party Reviews and Professionalism 71 4.2 ‘Moving Up or Out’ Rather Than Academic Freedom 73 4.3 Omitting the Shortcomings but Conscious of the Practicalities 74 5 Discussion and Conclusion 75 References 77 Neoliberalism, Consumerism and Internationalisation: Chinese Higher Education Institution Leaders Attending the U.K. Leadership Development Programmes 80 1 Introduction 80 2 Literature Review 81 2.1 Higher Education Degree Programmes in the U.K. 81 2.2 Popular Destination for International Students and Visitors 82 2.3 Marketisation and Students as Consumers 83 2.4 HEI Quality Yardsticks: Research Excellence Framework (REF) and Teaching Excellence and Student Outcomes Framework (TEF) 83 3 Methodology 84 4 Findings 85 4.1 Keys to Success: Teacher Professionalism, Critical Thinking and Organisational Culture 86 4.2 Re-configuring the Relationship Between HEIs and Society 87 4.3 Strengthening Teaching Collaboration with External Partners 88 4.4 Promoting the Internationalisation of HEIs 89 5 Contextual Differences in International Benchmarking 89 5.1 Providing Individualised Pastoral Support via a Personal Academic Tutor System 90 5.2 Providing Individualised Academic Guidance via a Supervisor System 90 5.3 Consumerism-Oriented Student Leadership 91 6 Discussion and Conclusion 91 References 93 Developing the Leadership of Chinese Higher Education Institution Leaders: Transformative Learning in the Third Space Through Overseas Leadership Development Programmes 96 1 Introduction 96 2 Literature Review 97 2.1 HEI Leaders’ Leadership 97 2.2 Transformative Learning 98 2.3 The Third Space 100 3 Methods 101 3.1 The Participants 101 3.2 Data Collection 102 3.3 Data Analysis 102 3.4 Ethical Considerations 103 4 Findings 103 4.1 From a Leader to a Service Provider 104 4.2 From a Practitioner to a Reflective Thinker 105 4.3 From a Learner to a Communicative-Creator 107 5 Discussion and Conclusions 108 References 110 Lessons Learned and Recommendations for Overseas Leadership Development Programmes 112 1 Introduction 112 2 Lessons Learned 114 2.1 Needs Analysis-Based Programme Design 114 2.2 Centralised Programme Organisation 115 2.3 Immersive Learning Experience 116 2.4 Impact of the Overseas Leadership Development Programme 117 3 Recommendations 118 3.1 Recommendations for Programme Organisers 118 3.2 Recommendations for Programme Participants 119 3.3 Recommendations for Programme Providers 120 4 Conclusion 121 References 122