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Perspectives on Rethinking and Reforming Education

Xudong Zhu
Jian Li

Faculty
Development in
Chinese Higher
Education
Concepts, Practices, and Strategies
Perspectives on Rethinking and Reforming
Education

Series Editors
Zhongying Shi, Faculty of Education, Beijing Normal University, Beijing, China
Shengquan Yu, Faculty of Education, Beijing Normal University, Beijing, China
This book series brings together the latest insights and work regarding the future of
education from a group of highly regarded scholars around the world. It is the first
collection of interpretations from around the globe and contributes to the
interdisciplinary and international discussions on possible future demands on our
education system. It serves as a global forum for scholarly and professional debate
on all aspects of future education. The book series proposes a total rethinking of
how the whole education process can be reformed and restructured, including the
main drivers and principles for reinventing schools in the global knowledge
economy, models for designing smart learning environments at the institutional
level, a new pedagogy and related curriculums for the 21st century, the transition to
digital and situated learning resources, open educational resources and MOOCs,
new approaches to cognition and neuroscience as well as the disruption of
education sectors. The series provides an opportunity to publish reviews, issues of
general significance to theory development, empirical data-intensive research and
critical analysis innovation in educational practice. It provides a global perspective
on the strengths and weaknesses inherent in the implementation of certain
approaches to the future of education. It not only publishes empirical studies but
also stimulates theoretical discussions and addresses practical implications. The
volumes in this series are interdisciplinary in orientation, and provide a multiplicity
of theoretical and practical perspectives. Each volume is dedicated to a specific
theme in education and innovation, examining areas that are at the cutting edge
of the field and are groundbreaking in nature. Written in an accessible style, this
book series will appeal to researchers, policy-makers, scholars, professionals and
practitioners working in the field of education.

More information about this series at http://www.springer.com/series/14177

Xudong Zhu Jian Li
•

Faculty Development
in Chinese Higher Education
Concepts, Practices, and Strategies

123
Xudong Zhu Jian Li
Faculty of Education Faculty of Education
Beijing Normal University Beijing Normal University
Beijing, China Beijing, China

Research on the Institutional Guarantee of Teacher Education Quality in China

(ID:17JJD880003)

ISSN 2366-1658 ISSN 2366-1666 (electronic)

Perspectives on Rethinking and Reforming Education
ISBN 978-981-13-7766-2 ISBN 978-981-13-7767-9 (eBook)
https://doi.org/10.1007/978-981-13-7767-9
© Springer Nature Singapore Pte Ltd. 2019
This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part
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Singapore
Foreword

The model of faculty development with Chinese characteristics is initially con-

structed and epitomized in the book from Chinese political, cultural, and social
dimensions. This book concentrates on investigating faculty development model at
the Chinese context in conceptual, practical, and strategic domains. It is expected to
satisfy the widespread craving for an in-depth understanding of the currently vivid
historical landscape insightfully in contemporary Chinese higher education system.
In addition, this book also offers a critical reflection on constructing the model of
faculty development with Chinese characteristics.

The detail on each chapter is illustrated as follows:

The introductory chapter involves clarifying the context of the research on faculty
development at Chinese universities and colleges. The study on faculty develop-
ment is subjected to a systematic and in-depth study of the nature and internal logic
of the development of faculty member in contemporary China. Specifically, the
term faculty development is considered as an important academic and scientific
research profession. In addition, the study on faculty development is conducive to
promoting the overall comprehensive development of universities and colleges in
the Chinese context. As an important academic research profession, the study on
faculty development is conducive for promoting the development of faculty
members. Since 1959, Chinese scholars did lots of research on faculty development
in order to examine the overall landscape of faculty development in the current
Chinese context. Therefore, this chapter involves reviewing and analyzing the
general situation of faculty development at Chinese universities and colleges. In
addition, the “subject-object” clustering model is proposed to analyze the study on
faculty development at Chinese context.
Chapter 2 concentrates on offering the overview of research on Western faculty
development from historical, theoretical, and practical perspectives. Specifically, a
historical review of Western faculty development research involves examining the
academic research ability, teaching ability, and social service ability of faculty at
universities and colleges. The history of faculty development can be traced back to
Socrates and Plato in ancient Greece. In addition, the theoretical study on faculty

v
vi Foreword

development focuses on introducing and investigating the theoretical origin and

theoretical development of faculty in Western developed countries. The practical
research on faculty development concentrates on two aspects: one is to study the
current situation and existing problems of faculty development in recent years;
the other is to draw lessons from and introduce the problems and contents of the
research on faculty development in Western countries.
Chapter 3 involves conceptualizing faculty development model from Chinese
context. Faculty development model at Chinese context involves Chinese-specific
educational, historical, and cultural elements historically and contextually.
Therefore, this chapter is mainly divided into three parts: in the first part, the
introduction on faculty development model is discussed to offer an overview of the
landscape of faculty development. The second part involves exploring and con-
structing a faculty development model with Chinese characteristics. The faculty
development model with Chinese characteristics is synthesized as “M-RTS” (“M”
represents faculty professional morality; “R” represents research; “T” represents
teaching; “S” represents service). In conclusion, faculty development model with
Chinese characteristics offers a specific insight to examine the rationale of faculty
development model from Chinese contextual perspective.
Chapter 4 explores the rationale of Chinese faculty professional morality through
historical comparisons of the elements of faculty professional morality between
Western and Eastern. First, the study synthesizes Western faculty professional
morality as deontology, utilitarianism and egoism-focused ethics, reasoning com-
petencies, civic-dominated moral and modern faculty morality, and identity-
oriented professional ethics-oriented contemporary faculty morality. Second, the
interior–exterior inherited model is initially proposed to examine the rationale of
Chinese characterized faculty professional morality, including ancient Chinese
faculty morality philosophy of fraternity, loyalty and selfless dedication, make
faculty an example, equality, Chinese modern faculty professional morality of
freedom, equality and fraternity, comprehensive personality, and Chinese con-
temporary faculty professional morality of political ideological-oriented mandate.
In addition, the differences and similarities between Chinese and Western faculty
moral model are explored to examine the paradigm of faculty professional morality
contextually. The conclusion and remarks are provided at the end of the study.
Chapter 5 concentrates on introducing Chinese faculty development centers from
the aim, goal, programs, platform, and politics perspectives. The Center for Faculty
Development of Beijing Normal University is examined as one example to
investigate the specific development of faculty development center contextually. In
addition, the overview of the Center for Faculty Development of Beijing Normal
University involves mission, working concept, working standards, work content,
working principle, and faculty development assessment.
Chapter 6 mainly involves providing the whole landscape of Chinese faculty
development from Chinese institutional perspective. A couple of experts and scholars
in the field of Chinese faculty development are invited to examine the problems,
difficulties, and strategies of Chinese faculty development contextually. Overall
Foreword vii

speaking, there are 40 interviews transcripts, focusing on both high-frequency words

and the key points.
Chapter 7 concentrates on analyzing the previous interviews of Chinese faculty
development from a qualitative approach. NVivo 12 is to be used for analyzing 40
interviews and to obtain a series of analytical results. Along with the analytical
results, we can observe that the high-frequency words are generally identical, and
they occurred in different interviews with different proportions, which we can get
the corresponding key points of the interview. It also indicates that with different
positions, it is possible that the ideas and opinions can be different toward the same
question.
Chapter 8 involves exploring faculty development at Chinese context from
conclusion, remark, and implication perspectives. Along with the analyses result
from the previous chapter, this chapter is fundamentally subject to offer explana-
tions and illustrations to examine the complexity of constructing faculty develop-
ment at Chinese context. The conclusion, remarks, and implication are proposed to
epitomize faculty development with Chinese characteristics.

Beijing, China Jian Li

Acknowledgements

In the realization of this book, I am grateful for the generosity and positive spirit of
collegiality. I would like to express my appreciation to many experts and scholars to
accept interviews to share their academic viewpoints and experiences in order to
enrich the study of faculty development contextually.

Warm Thanks To

Wangqian Fu is a doctoral candidate in Faculty of Education, Beijing Normal

University. Her research interests include education policy, inclusive education, and
special education with research and publications on internationalization of higher
education; the implication of inclusive education of U.S. to China; the education
equality for the children with disabilities. During her doctoral program, she works
in the China Institute of Education and Social Development as a research assistant,
being responsible for editing public opinion of education weekly, which is entrusted
by the Ministry of Finance.
Jinhui Xu is a Ph.D. student of statistics at Arizona State University. He earned
his M.S. in statistics from Indiana University. His main research areas are causal
inference, Bayesian statistics, and educational statistics. Now his interest is to
develop a novel model in causal inference by combining stochastic process, non-
and semi parametric statistics and Bayesian Statistics and endeavor to apply it into
the social science area. In educational statistics, he is now interested in cheating
detection in large-scale testing. He is also interested in financial statistics and
mathematics (mostly in option pricing), (Bayesian) design of experiments (to
investigate causality), and actuarial science.

ix
Contents

Part I Conceptual Faculty Development at Chinese Context

1 Overview of Chinese Faculty Development Research: Themes
and Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 3
1.1 A Brief Review of Study on Chinese Faculty Development . ... 3
1.2 Research Themes on Chinese Faculty Development . . . . . . . ... 4
1.2.1 Research on the Subjectivity of Chinese Faculty
Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 4
1.2.2 Research on the Objectivity of Chinese Faculty
Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 8
1.3 Study on Chinese Faculty Professional Development . . . . . . ... 8
1.3.1 Research on the Values of Faculty Development . . . ... 9
1.3.2 Reflection on the Research of Faculty Development
in China . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 9
1.4 Strategies on Chinese Faculty Development . . . . . . . . . . . . . ... 10
1.4.1 Deepen the International Perspective of Faculty
Development Research . . . . . . . . . . . . . . . . . . . . . . ... 10
1.4.2 Strengthen the Research of Faculty Development . . . ... 10
1.4.3 Optimize the Research Methods of Faculty
Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 11
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 11
2 Historical, Theoretical, and Practical Dimensions on Faculty
Development Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
2.1 Historical Review of Faculty Development Research . . . . . . . . . 13
2.2 Theoretical Research on the Faculty Development . . . . . . . . . . . 14
2.3 Practical Research on the Faculty Development . . . . . . . . . . . . . 17
References (in Chinese) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

xi
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xii Contents

3 Examining Faculty Development Model: From Chinese Context . . . 23

3.1 Introduction on Faculty Development Model . . . . . . . . . . . . . . . 23
3.2 Examining Faculty Development Model at Chinese Context . . . . 25
3.3 Conclusion and Remarks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
References (All Paper in Chinese) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
4 Faculty Professional Morality with Chinese Characteristics:
A Comparative Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 27
4.1 Introduction and Overview . . . . . . . . . . . . . . . . . . . . . . . . . . .. 27
4.2 Elements of Western Faculty Professional Morality . . . . . . . . .. 28
4.2.1 Ancient Ethical Elements: Deontology, Utilitarianism,
and Egoism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 29
4.2.2 Modern Faculty Morality: Reasoning Competencies,
Civic-Dominated Morality . . . . . . . . . . . . . . . . . . . . .. 29
4.2.3 Contemporary Faculty Morality: Identity-Oriented
Professional Ethics . . . . . . . . . . . . . . . . . . . . . . . . . . .. 30
4.3 Elements of Chinese Faculty Professional Morality . . . . . . . . . .. 31
4.3.1 Elements of Ancient Chinese Faculty Morality:
Fraternity, Loyalty, and Selfless Dedication, Make
Faculty an Example and Equality . . . . . . . . . . . . . . . .. 32
4.3.2 Chinese Modern Faculty Professional Morality:
Freedom (Meaning), Equality (Forgiveness)
and Fraternity (Benevolence), Comprehensive
Personality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 35
4.3.3 Chinese Contemporary Faculty Professional Morality:
Political–Ideological-Oriented Mandate . . . . . . . . . . . .. 36
4.4 Comparison of Elements of Faculty Professional Morality . . . . .. 38
4.4.1 Differences Between Chinese and Western Faculty
Moral Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 38
4.4.2 Similarities Between Chinese and Western Faculty
Moral Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
4.5 Conclusion and Remark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
4.5.1 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
4.5.2 Remarks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
5 Overview of Faculty Development Center at Chinese Context:
An Example of BNU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
5.1 Mission of the Center for Faculty Development . . . . . . . . . . . . . 43
5.2 Working Concept of Faculty Development Center . . . . . . . . . . . 44
5.3 Working Standards of Faculty Development Center . . . . . . . . . . 45
5.4 Working Content of Faculty Development Center . . . . . . . . . . . . 45
5.5 Working Principle of Faculty Development Center . . . . . . . . . . . 46
Contents xiii

5.6 Faculty Development Center Assessment . . . . . . . . . . . . . . . . . . 47

Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Part II Practical Faculty Development at Chinese Context

6 Interviews of Chinese Faculty Development: Narratives
and Dialogues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
6.1 Peking University—Liu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
6.1.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . 53
6.1.2 Key Points of Interview . . . . . . . . . . . . . . . . . . . . . . . . 53
6.2 Beijing Normal University—Zhang . . . . . . . . . . . . . . . . . . . . . . 56
6.2.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . 56
6.2.2 Key Points of Interview . . . . . . . . . . . . . . . . . . . . . . . . 56
6.3 Northeast Normal University—Liu . . . . . . . . . . . . . . . . . . . . . . . 58
6.3.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . 58
6.3.2 Key Points of Interview . . . . . . . . . . . . . . . . . . . . . . . . 58
6.4 Northeast Normal University—Gao . . . . . . . . . . . . . . . . . . . . . . 60
6.4.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . 60
6.4.2 Key Points of Interview . . . . . . . . . . . . . . . . . . . . . . . . 60
6.5 Northeast Normal University—Jin . . . . . . . . . . . . . . . . . . . . . . . 63
6.5.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . 63
6.5.2 Key Points of Interview . . . . . . . . . . . . . . . . . . . . . . . . 63
6.6 Northeast Normal University—Ma . . . . . . . . . . . . . . . . . . . . . . . 67
6.6.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . 67
6.6.2 Key Points of Interview . . . . . . . . . . . . . . . . . . . . . . . . 67
6.7 Northeast Normal University—Shi . . . . . . . . . . . . . . . . . . . . . . . 68
6.7.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . 68
6.7.2 Key Points of Interview . . . . . . . . . . . . . . . . . . . . . . . . 68
6.8 Northeast Normal University—Department of Personnel:
Zhang . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
6.8.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . 69
6.9 East China Normal University—Ding . . . . . . . . . . . . . . . . . . . . 71
6.9.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . 71
6.9.2 Key Points of Interview . . . . . . . . . . . . . . . . . . . . . . . . 71
6.10 East China Normal University—Liu . . . . . . . . . . . . . . . . . . . . . 75
6.10.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . 75
6.10.2 Key Points of Interview . . . . . . . . . . . . . . . . . . . . . . . . 76
6.11 East China Normal University—Pang . . . . . . . . . . . . . . . . . . . . 78
6.11.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . 78
6.11.2 Key Points of Interview . . . . . . . . . . . . . . . . . . . . . . . . 78
6.12 East China Normal University—Wu . . . . . . . . . . . . . . . . . . . . . 80
6.12.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . 80
6.12.2 Key Points of Interview . . . . . . . . . . . . . . . . . . . . . . . . 80
xiv Contents

6.13 East China Normal University—Yan . . . . . . . . . . . . . . . . . . . . . 82

6.13.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . 82
6.13.2 Key Points of Interview . . . . . . . . . . . . . . . . . . . . . . . . 82
6.14 East China Normal University—Ye . . . . . . . . . . . . . . . . . . . . . . 84
6.14.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . 84
6.14.2 Key Points of Interview . . . . . . . . . . . . . . . . . . . . . . . . 84
6.15 East China Normal University—Yu . . . . . . . . . . . . . . . . . . . . . . 87
6.15.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . 87
6.15.2 Key Points of Interview . . . . . . . . . . . . . . . . . . . . . . . . 87
6.16 Central China Normal University—Research on Higher
Education: Liu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 88
6.16.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . .. 88
6.16.2 Key Points of Interview . . . . . . . . . . . . . . . . . . . . . . .. 89
6.17 Huazhong University of Science and Technology—Institute
of Higher Education: Zhang . . . . . . . . . . . . . . . . . . . . . . . . . .. 90
6.17.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . .. 90
6.17.2 Key Point of Interview . . . . . . . . . . . . . . . . . . . . . . . .. 90
6.18 Huazhong University of Science and Technology—Education
and Economy: Fan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
6.18.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . 92
6.18.2 Key Points of Interview . . . . . . . . . . . . . . . . . . . . . . . . 92
6.19 Huazhong University of Science and Technology—Li . . . . . . . . 94
6.19.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . 94
6.19.2 Key Points of Interview . . . . . . . . . . . . . . . . . . . . . . . . 94
6.20 Huazhong University of Science and Technology—
Department of Personnel: Ren . . . . . . . . . . . . . . . . . . . . . . . . .. 96
6.20.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . .. 96
6.20.2 Key Points of Interview . . . . . . . . . . . . . . . . . . . . . . .. 96
6.21 Central China Normal University—Social Sciences
Department: Shi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
6.21.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . 97
6.21.2 Key Points of Interview . . . . . . . . . . . . . . . . . . . . . . . . 98
6.22 Central China Normal University—School of Education: Tu . . . . 99
6.22.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . 99
6.22.2 Key Points of Interview . . . . . . . . . . . . . . . . . . . . . . . . 100
6.23 Shaanxi Normal University—School of Education: Hao . . . . . . . 102
6.23.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . 102
6.23.2 Key Points of Interview . . . . . . . . . . . . . . . . . . . . . . . . 102
6.24 Shaanxi Normal University—School of Education: Chen . . . . . . 105
6.24.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . 105
6.24.2 Key Points of Interview . . . . . . . . . . . . . . . . . . . . . . . . 106
Contents xv

6.25 Shaanxi Normal University–School of Education: Fang . . . . . . . 108

6.25.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . 108
6.25.2 Key Points of Interview . . . . . . . . . . . . . . . . . . . . . . . . 109
6.26 Shaanxi Normal University–School of Education: Huo . . . . . . . . 110
6.26.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . 110
6.26.2 Key Points of Interview . . . . . . . . . . . . . . . . . . . . . . . . 111
6.27 Shaanxi Normal University—School of Literature: Li . . . . . . . . . 113
6.27.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . 113
6.27.2 Key Points of Interview . . . . . . . . . . . . . . . . . . . . . . . . 113
6.28 Shaanxi Normal University—Social Sciences Administration
Department: Ma . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
6.28.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . 115
6.28.2 Key Points of Interview . . . . . . . . . . . . . . . . . . . . . . . . 115
6.29 Shaanxi Normal University—Wang . . . . . . . . . . . . . . . . . . . . . . 118
6.29.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . 118
6.29.2 Key Points of Interview . . . . . . . . . . . . . . . . . . . . . . . . 118
6.30 Shaanxi Normal University—School of Psychology: You . . . . . . 120
6.30.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . 120
6.30.2 Key Points of Interview . . . . . . . . . . . . . . . . . . . . . . . . 121
6.31 Shanghai Jiaotong University (SJTU)—Institute of Higher
Education: Liu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
6.31.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . 122
6.31.2 Key Points of Interview . . . . . . . . . . . . . . . . . . . . . . . . 123
6.32 Southwest University—Chen . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
6.32.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . 125
6.32.2 Key Points of Interview . . . . . . . . . . . . . . . . . . . . . . . . 125
6.33 Southwest University—Huang . . . . . . . . . . . . . . . . . . . . . . . . . . 128
6.33.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . 128
6.33.2 Key Points of Interview . . . . . . . . . . . . . . . . . . . . . . . . 128
6.34 Southwest University—Jin . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
6.34.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . 131
6.34.2 Key Points of Interview . . . . . . . . . . . . . . . . . . . . . . . . 131
6.35 Southwest University—Human Resource Office: Liu . . . . . . . . . 133
6.35.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . 133
6.35.2 Key Points of Interview . . . . . . . . . . . . . . . . . . . . . . . . 134
6.36 Southwest University Faculty of Arts–Liu . . . . . . . . . . . . . . . . . 136
6.36.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . 136
6.36.2 Key Points of Interview . . . . . . . . . . . . . . . . . . . . . . . . 136
6.37 Southwest University—Song . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
6.37.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . 139
6.37.2 Key Points of Interview . . . . . . . . . . . . . . . . . . . . . . . . 139
xvi Contents

6.38 Southwest University—Institute of Psychology: Zhang . . . . . . . . 141

6.38.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . 141
6.38.2 Key Points of Interview . . . . . . . . . . . . . . . . . . . . . . . . 141
6.39 Southwest University Office of Academic Affairs—Zhou . . . . . . 144
6.39.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . 144
6.39.2 Key Points of Interview . . . . . . . . . . . . . . . . . . . . . . . . 144
6.40 Southwest University—Zhu . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
6.40.1 High-Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . 146
6.40.2 Key Points of Interview . . . . . . . . . . . . . . . . . . . . . . . . 147
7 Analysis of Interviews of Chinese Faculty Development . . . . . . . . . . 151
7.1 Introduction and Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
7.2 Comprehensive Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
7.2.1 Basic Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
7.2.2 High-Frequency Word Analysis . . . . . . . . . . . . . . . . . . 152
7.3 Correlation Analysis for High-Frequency Words . . . . . . . . . . . . . 159
7.4 Analysis by Universities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
7.4.1 For Central China Normal University (CCNU) . . . . . . . 175
7.4.2 For East China Normal University (ECNU) . . . . . . . . . . 180
7.4.3 For Northeast Normal University (NENU) . . . . . . . . . . . 185
7.4.4 For Shaanxi Normal University (SSNU) . . . . . . . . . . . . 190
7.4.5 For Southwest University (SWU) . . . . . . . . . . . . . . . . . 198
7.4.6 For Other Universities (PKU, BNU, SJTU,
and HUST) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
7.4.7 Conclusion of Group Analysis . . . . . . . . . . . . . . . . . . . 204
8 Faculty Development at Chinese Context: Conclusion, Strategies,
and Implications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207
8.1 Conclusions on Faculty Development at Chinese Context . . . . . . 207
8.1.1 Resource Allocation Mechanism . . . . . . . . . . . . . . . . . . 207
8.1.2 Obstacles of Resource Allocation Mechanism . . . . . . . . 208
8.2 Strategies on Faculty Development at Chinese Context:
Resource Allocation Mechanism . . . . . . . . . . . . . . . . . . . . . . . . 209
8.2.1 Flexible Management . . . . . . . . . . . . . . . . . . . . . . . . . . 209
8.2.2 Faculty Selection and Recruitment Mechanism . . . . . . . . 211
8.2.3 Strategies on Faculty Selection and Recruitment
Mechanism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220
The Details About the Contribution

The project manager: Prof. Zhu Xudong in the specific implementation and
coordination: Li Yuyu and Kang Xiaowei
Preliminary research project formulation: Prof. Zhu Xudong and all the students
of Reading Club
Field interviewers: Kang Xiaowei, Zhang Wenwen, Li Na, Cui Yingying, Xiang
Jun, Wu Mengyin, Li Aixia
Interviews: Kang Xiaowei, Zhang Shufang, Wang Yaqin, Guan Tinge, Zhu
Menghua, Li Xianqi, Zhao Jing
Research Paper Writing (Issue 7 of Comparative Education Research, 2011): Zhu
Xudong, Li Yuqiu, Li Qiong, Wu Mengyin, Song Huan, Kang Xiaowei, Luo Xin,
Li Aixia, Zhao Ping, Liao Wei, Cui Yingying, Ye Zhixiong, Li Na
Writing research reports: Zhu Xudong, Li Yuyu, Kang Xiaowei, Zhang
Wenwenwen, Zhao Jing, Li Xianqi, Cui Yingying, Wu Mengyin, Li Na, Liao Wei,
Li Aixia
Reporting Presidential Draft: Kang Xiaowei
This study is the research result of the subproject of the National Social Science
Foundation’s major project “Research on the Major Issues of Educational
Innovation and Innovative National Construction under the Guidance of the
Scientific Outlook on Development,” “Research on the Construction of Innovative
Teachers—Perspective of Teachers’ Innovative Ability.” The project is imple-
mented by Prof. Zhu Xudong, who is responsible for the planning, design,
implementation, and writing of the project. Ph.D. and graduate students led by Prof.
Zhu Xudong participated in the project as team members. Among them, Dr. Li
Yuqiu and Dr. Kang Xiaowei assisted in the specific liaison and implementation
work. Participating in specific field research are Kang Xiaowei, Zhang
Wenwenwen, Li Na, Cui Yingying, Xiang Jun, Wu Mengyin, and Li Aixia.
Participants included Kang Xiaowei, Zhang Shufang, Wang Yaqin, Guan Tinge,
Zhu Menghua, Li Xianqi, and Zhao Jing. The research papers were written by

xvii
xviii The Details About the Contribution

Zhu Xudong, Li Yuqiu, Li Qiong, Wu Mengyin, Song Huan, Kang Xiaowei, Luo
Xin, Li Aixia, Zhao Ping, Liao Wei, Cui Yingying, Ye Zhixiong, and Li Na.
Participated in the writing of research reports are Zhu Xudong, Li Yuqiu, Kang
Xiaowei, Zhang Wenwenwen, Zhao Jing, Li Xianqi, Cui Yingying, Wu Mengyin,
Li Na, Liao Wei, and Li Aixia. Kang Xiaowei assisted Prof. Zhu Xudong in
drafting the research report.
About the Authors

Jian Li and Xudong Zhu serve as co-first author to contribute this book.

Xudong Zhu is the Dean of Faculty of Education and Professor in the Institute of
Teacher Education of Beijing Normal University. His work focuses on teacher
education, comparative education, and history of education, with an emphasis on
the system transformation of teacher education in China, comparative study on the
national development and education, the history of ideas of education in the West.
Much of his work has involved the policy, practice of teacher education and teacher
professional development, supported by research in China, World Bank, UNESCO,
Intel, etc. He is the Secretary of National Expert Committee of Teacher Education
of MOE in China, the Director of the Center for Teacher Education Research
among the Key Research Institutes of Humanities and Social Sciences in the
University of MOE. He is Director of Institute of Teacher Education of Beijing
Normal University, and an Editor-in-Chief of the Journal of Teacher Education
Research, China. He was the Fulbright Senior Visiting Scholar of U.S. State
Department during the year of 2002–2003.

Jian Li is Assistant Professor in China Institute of Education and Social

Development, Faculty of Education, Beijing Normal University. She received her
Ph.D. in Educational Leadership and Policy Studies (ELPS), School of Education,
Indiana University Bloomington. Her research interests focus on Global Learning,
Global Competence, Global Citizenship, Globalization and Internationalization of
Higher Education.
Dr. Li currently also serves as think tanker at China Institute of Education and
Social Development, Beijing Normal University. China Institute of Education and
Social Development (CIESD) was co-founded by the China Association for
Promoting Democracy and Beijing Normal University. It was founded on the base
of the China Institute of Education Policy and China Academy of Social
Management of Beijing Normal University. Beijing Normal University integrated
internal resources and giving solid supports to the foundation of CIESD. Its mission
is to advance the modernization of education and social construction with Chinese
characteristics. And it is committed to building a new type of high-end-oriented
think tank with the characteristics of the education reform and development and the

xix
xx About the Authors

social governance innovation. Over the past decade, hundreds of the research
papers have been undertaken by CIESD members, more than 530 of which obtained
important instructions from party and state leaders at various levels, CIESD has
drafted a number of the national education standards, and made great influence on
the decision-making and the revision of the education law for the party and gov-
ernment. CIESD has held different classes and high-level series of the forums,
which has played positive roles in influencing public opinion. CIESD has created a
new mechanism within the international exchange and cooperation filed for the
institution’s foundation of public diplomacy. CIESD will continue to adhere to
the high standard, and build a professional high-end-oriented think tank with the
international visionary and significant influence in educational and social fields.
 Part I
Conceptual Faculty Development at
Chinese Context
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Chapter 1
Overview of Chinese Faculty
Development Research: Themes
and Strategies

This chapter involves clarifying the context of the research on faculty development at
Chinese universities and colleges. The study on faculty development is subjected to a
systematic and in-depth study of the nature and internal logic of the development of
faculty member in contemporary China. Specifically, the term faculty development is
considered as an important academic and scientific research profession. In addition,
the study on faculty development is conducive to promoting the overall comprehen-
sive development of universities and colleges in Chinese context. As an important
academic research profession, the study on faculty development is conducive for
promoting the development of faculty members. Since 1959, Chinese scholars did
lots of research on faculty development in order to examine the overall landscape
of faculty development in current Chinese context. Therefore, this chapter involves
reviewing and analyzing the general situation of faculty development at Chinese uni-
versities and colleges. In addition, the “subject-object” clustering model is proposed
to analyze the study on faculty development at Chinese context.

1.1 A Brief Review of Study on Chinese Faculty

Development

From 1959 to 2017, Chinese scholars have published about 12,065 academic papers
and dissertations of the study on Chinese faculty development. In the past 40 years,
the research on faculty development in current China can be roughly divided into two
stages: the initial stage of the research on faculty development (from 1959 to 1990)
and the development stage (from 1959 to 1990). The annual number of publications
about the research on faculty development in contemporary China is units digit, the
median number of publications is 5. The initial stage of study on faculty development
from 1991 to 2005 is relatively high. From 2006 to 2011, the number of publications
and the median number of publications were 100 and 496, respectively. From 2012
to 2017, the number of publications and the median number of publications were
© Springer Nature Singapore Pte Ltd. 2019 3
X. Zhu and J. Li, Faculty Development in Chinese Higher Education,
Perspectives on Rethinking and Reforming Education,
https://doi.org/10.1007/978-981-13-7767-9_1
4 1 Overview of Chinese Faculty Development Research ...

1,000 and 1,382, respectively. In the stage of all-round development, from 1959 to
2017, there were 11,354 educational journals, 532 academic journals and general
journals, 130 master’s papers, and 49 doctoral dissertations. The number of faculty
development publications will continue to increase. Generally speaking, the research
on faculty development in China is increasing year by year from the overall number
to the number and scale of researchers participating in the research.

1.2 Research Themes on Chinese Faculty Development

The research topics of faculty development in China can be roughly divided into
two categories: the subjectivity of faculty development and the objectivity of faculty
development. Based on the age distribution of academic subjects, the specialty of
subjects, and the types of colleges and universities, the research on the subject of
faculty in Chinese colleges and universities has drawn four major themes: the research
on young faculty in colleges and universities, the research on science and engineering
faculty in colleges and universities, the research on teachers in private colleges,
and the research on faculty in local colleges and universities. The research on the
object of faculty development mainly includes three main research subjects and
fields: the research on the professional development of faculty, the research on the
career of faculty, and the research on the values of faculty. There are interaction
and coincidence between the subjectivity study and the objectivity study in different
perspectives.

1.2.1 Research on the Subjectivity of Chinese Faculty

Development

“Subjectivity” research refers to the study of the subject part of things, philosophi-
cally, which refers to the ability to understand and act on the object (Bergquist and
Phillips, 1975; Centra, 1976, 1978). The subject includes the perception, judgment,
and action of subjectivism on objects (Batt, 2009; Bird & Morgan, 2003; Boice,
1992; Gaff, 1975). The study of faculty’s subjectivity mainly focuses on the char-
acteristics, types, and behavior patterns of universities’ faculty as research subjects
(Brayboy, 2003; Brookfield, 1995; Calder & McCollum, 1998; Casper & Buffardi,
2004; Costa & Garmston, 2002). The research on the subjectivity of faculty is mainly
concerned with the differences within the main body of faculty member (Dawson,
2014). According to the search of academic journal papers, postgraduate papers,
and educational or related publications published from 1959 to 2017 in the research
literature on the subject attributes of faculty, four main considerations are proposed:
subject attention, duration of research, total number of published papers, and topic
influence and attention. In other words, the research on the subjectivity of faculty
1.2 Research Themes on Chinese Faculty Development 5

development involves the four main dimensions of the age distribution of academic
subjects, the specialty of subjects, the types of colleges and universities, and the
regions of colleges and universities (Costa & Garmston, 2013, 2016; Dawson, 2014;
Driscoll et al., 2009; Furco, 2007; Foote & Solem, 2009; Glassdoor, 2014; Holland,
2001). It also extracts the four main themes of the research on the subject attributes
of faculty: the research on young faculty member, the research on university science
and engineering faculty, the research on private university faculty, and the research
on local university faculty.
In terms of academic age, the research on faculty in Chinese colleges and uni-
versities has become a hot topic in recent years. From 1989 to 2018, 539 articles on
psychological problems of young faculty were published, and 70 articles were pub-
lished in 2014, reaching the annual peak of psychological problems of young college
faculty. The major publications focus on the three major disciplines of higher edu-
cation, education theory and education management, and psychology. Specifically,
He et al. (2015) conducted a mental health survey on young faculty in 25 colleges
and universities in Zhejiang Province. The results showed that the scores of som-
atization, obsessive–compulsive symptoms, depression, anxiety, phobia, paranoia,
and psychotic factors of young faculty in colleges and universities were significantly
higher than the national norm. There are significant differences in mental health
status among young college faculty with different professional titles, teaching age,
marital status, and children’s status.
The mental health of young faculty in colleges and universities should be highly
concerned by individuals, schools, and society. Zhang (2014) argued that, in order
to solve the practical difficulties of young faculty, we should also actively build and
improve the mental health education system of young faculty, and truly promote
the healthy development of young faculty. Chen and Wang (2016) found that the
psychological resilience of young college faculty consists of five core dimensions:
teaching efficacy, pursuit of scientific research, job confidence and satisfaction, love
of education, and professional belief. The study suggests that the development of
young college faculty’s psychological resilience needs to rebuild their professional
beliefs and work confidence, provide more professional guidance for their scientific
research development, and create a good organizational culture. Zheng (2014) ana-
lyzes the problems existing in the psychological quality and vocational adaptation
of young faculty in colleges and universities, and constructs a system to improve
the psychological quality of young faculty in colleges and universities, which is of
great significance to the construction of young faculty in colleges and universities.
Jiang (2015) believes that strengthening the ideological and political work of young
faculty will inevitably require doing a good job in their stress management, seek-
ing to alleviate and eliminate the pressure of scientific countermeasures. Ni (2015)
reveals the basic elements of the motivation of the young faculty in colleges and
universities by using the method of system theory. In other words, the motivation of
young faculty involves the elements of accomplishment, the elements of goal, the
elements of need, the elements of attitude, and the elements of behavior. Talent goal
is the leader of the formation of talent motivation, talent need is the drive of the
formation of talent motivation, talent attitude is the key to the formation of talent
6 1 Overview of Chinese Faculty Development Research ...

motivation, talent behavior is the means of the formation of talent motivation, and
talent motivation environment is analyzed.
From the perspective of the subject particularity of university faculty, the research
on science and engineering faculty has become the main content of the research
in the past 10 years. From 2005 to 2017, a total of 44 articles were published on the
issue of faculty of higher science and engineering, reaching an annual peak on the
psychological problems of young university faculty. Sun (2016) chose the develop-
ment of local universities’ faculty in the field of engineering as the research object.
Following the idea of “putting forward problems—analyzing the causes—establish-
ing models—putting forward solutions”, she made a thorough analysis and research
on how to promote the development of local universities’ faculty in the field of
engineering. The study shows that faculty’s professional identity is relatively high,
comparing to a lower professional identity. Faculty development orientation is also
relatively high and it is not balanced. The implementation process of faculty develop-
ment projects is rigid, which is lack of pertinence and specialty. From 1991 to 2017,
a total of 1,620 papers, postgraduate papers and educational or related journals, were
published on the issue of faculty development in private colleges and universities,
reaching the level of research on young faculty in private colleges and universities in
2016. In other words, the research on faculty in Chinese private colleges and univer-
sities mainly focuses on the salary and treatment, incentive system, and team loss of
faculty in private colleges and universities. Xu and Zhang (2017) show that different
types of incentives in the incentive mechanism of private colleges and universities
have different effects on faculty’s teaching. Zhou and Liu (2016) believe that the
government should not only play an active role in market research and respect the
law of the market but also pay attention to the incentive policies for faculty in private
colleges and universities. Yang and Liu (2015) pointed out that different measures
should be taken to improve faculty’s abilities, according to different individual char-
acteristics of faculty groups, which will be conducive to the professional development
of applied talents. From 1991 to 2017, a total of 1,542 papers on the issue of faculty
in private colleges and universities were published. The total number of postgraduate
papers and educational or related journals was about 1,542, which reach the annual
peak value of research on local university faculty. The research on local university
faculty in China mainly focuses on the improvement of teaching level, the cultiva-
tion of teaching ability, the development of professional survival, and professional
ecological environment of local university faculty (Ferguson & Wijekumar, 2000;
Flaherty, 2007; Saltmarsh & Hartley, 2011; Morgan & O’Reilly, 1999; Mathews,
2003; McCormack & West, 2006; Merriam, 2009).
In recent years, in the field of higher education organization and practice in China,
the trend of thought of academic differentiation in universities has been raised, which
mainly includes academic and applied educational practice systems. Local university
faculty prefers the practice of applied educational activities. Wen (2017) believes
that local colleges and universities need to focus on teaching standards, establish an
ecological environment conducive to teaching and learning, establish and improve the
system conducive to the development of teaching and learning, and further enhance
the teaching and academic level of teachers in local colleges and universities. Li
1.2 Research Themes on Chinese Faculty Development 7

Fig. 1.1 University faculty’s subjectivity research: focusing on content, quantity, and trend com-
parison

Fig. 1.2 University faculty objectivity research focuses: content, quantity, and trend comparison

(2016) suggested that academic organization should be the two basic principles to
cope with the academic profession differentiation of university faculty in the context
of the transformation and development of local undergraduate universities (Figs. 1.1
and 1.2).
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knew how to see. I turned to Wolverton with pleasure in my eyes,
and as I looked at him I stiffened with shock!
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Zard. Yet he neither shrank nor feared. And I realized with numbing
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and what I would do. Frantically I tried to withdraw, but I was
immersed in love, drowned in it, absorbed in a warm golden glow
that rushed along the power that connected us.
I shuddered. Father of Evil? If he was evil, then every responding
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him. Nor could I longer stand the shattering concepts of his mind.
And with stark realization I faced the elemental truth that it was I,
not he, who was wrong!
He looked down at me as I stood shrunken and defeated before him,
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redemption." He sighed and placed his hand on my shoulder. It was
warm and gentle, and I did not shrink from his touch. "There are
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unique. Another like you might not appear again. The plan would be
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He smiled wryly. "Desperate measures of a desperate man," he said
with a trace of the old masking cynicism.
But I knew him now and could see behind the mask. A strange
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He raised me to my feet. "No, Saul," he said. "Not that way. In the
struggle to come, you will be the leader. Like your namesake."

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