Focusing on classroom culture in China, the book introduces the "collective-individualism-based learning" model, highlighting its significance in shaping students' learning competencies, perceptions, and behaviors. It explores the historical and contemporary aspects of this culture, providing a comprehensive analysis of how these dynamics influence educational outcomes.
Concepts, Practices, and Strategies
Focusing on the Chinese higher education system, this book offers a framework for investigating and assessing faculty development through a newly proposed model. It emphasizes the need to reconstruct the higher education landscape while exploring both conceptual and practical aspects of faculty development. The intended audience includes researchers, administrators, and graduate students engaged in comparative higher education studies, making it a valuable resource for those interested in enhancing faculty development practices in China.