TY  - BOOK
AU  - Li,Jian
AU  - Zhu,Xudong
TI  - Conceptualizing and Contextualizing Higher Education with Chinese Characteristics: Ontological and Epistemological Dimensions 
T2  - Perspectives on Rethinking and Reforming Education,
SN  - 9789811334740
U1  - 378.51 LI  23
PY  - 2019///
CY  - Singapore
PB  - Springer Singapore, Imprint: Springer
KW  - Comparative education
KW  - Education
KW  - Philosophy
KW  - Higher education
KW  - International education
KW  - Philosophy and social sciences
KW  - Higher Education
KW  - Educational Philosophy
KW  - International and Comparative Education
KW  - Philosophy of Education
N1  - Foreword -- Acknowledgements -- Section 1 Ontological Framework of Chinese Characteristic Higher Education -- Chapter 1 Introduction on Ontological Dimension -- Chapter 2 Comparing Western and Eastern Ontological Philosophy of Higher Education -- Chapter 3 Ontologically Conceptualizing Chinese Characteristic Higher Education -- Section 2 Epistemological Framework of Chinese Characteristic Higher Education -- Chapter 4 Mapping Chinese Characteristic Higher Education -- Chapter 5 Chinese Characteristic Education Strategy (1949-2018) -- Chapter 6 Chinese Characteristic Talent Cultivation -- Chapter 7 Chinese Characteristic Leadership and Management -- Chapter 8 Chinese Characteristic Instructions and Curriculum -- Chapter 9 Trends and Implications of Chinese Characteristic Higher Education Reform -- Chapter 10 Issues and Strategy of Chinese Characteristic Faculty Academic Innovation -- Section 3 Conceptualizing and Contextualizng Chinese Characteristic Higher Education: Interviews of Chinese Experts -- Chapter 11 Conceptualizing and Contextualizing Chinese Higher Education: Interviews with Experts
N2  - This book provides a fresh and unique overview of the modernization and internationalization of Chinese higher education, focusing on Chinese higher education from 1949 to 2018. It presents the Ontological Positivism Model (Conceptualization-Explicit-Formal-Share), concentrating on concepts of Chinese higher education. The book is intended for scholars and researchers in the field of comparative higher education, administrators and stakeholders in education management and graduate students majoring in higher education
ER  -