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Empowering university teachers in Ch...

Zhou, Yan.

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Empowering university teachers in China: Possibilities and constraints in the economic transition period.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Empowering university teachers in China: Possibilities and constraints in the economic transition period./
Author:	Zhou, Yan.
Description:	331 p.
Notes:	Advisers: Ruth Gamberg; Michael Welton.
Contained By:	Dissertation Abstracts International59-01A.
Subject:	Economics, General. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NQ24788
ISBN:	0612247880

Empowering university teachers in China: Possibilities and constraints in the economic transition period.
Zhou, Yan.

Empowering university teachers in China: Possibilities and constraints in the economic transition period. - 331 p.

Advisers: Ruth Gamberg; Michael Welton.

Thesis (Ph.D.)--Dalhousie University (Canada), 1997.

The study concludes that university teachers need to be empowered both economically and politically in order to become a more significant force in the reform of higher education and to play a greater public role for social progress in China.

ISBN: 0612247880Subjects--Topical Terms:

1017424
Economics, General.

Empowering university teachers in China: Possibilities and constraints in the economic transition period.
LDR:02455nam 2200313 a 45 001 934067
005 20110509
008 110509s1997 eng d
020 $a 0612247880
035 $a (UnM)AAINQ24788
035 $a AAINQ24788
040 $a UnM $c UnM
100 1 $a Zhou, Yan. $3 1034102
245 1 0 $a Empowering university teachers in China: Possibilities and constraints in the economic transition period.
300 $a 331 p.
500 $a Advisers: Ruth Gamberg; Michael Welton.
500 $a Source: Dissertation Abstracts International, Volume: 59-01, Section: A, page: 0108.
502 $a Thesis (Ph.D.)--Dalhousie University (Canada), 1997.
520 $a The study concludes that university teachers need to be empowered both economically and politically in order to become a more significant force in the reform of higher education and to play a greater public role for social progress in China.
520 $a This study examines the possibilities for and constraints on empowering university teachers in China during the transition period from a planned economy to a market economy. It focuses more specifically on the period between 1993 and 1995, the former being the year the government issued a comprehensive Program for Reform and Development of Education.
520 $a An historical review of China's cultural and ideological traditions and of the role of scholars and intellectuals in selected periods provides the backdrop for the study. Drawing on interviews with teachers and administrators, this first-hand study reveals that when universities are driven primarily by market forces, strategic planning for academic development is replaced by priority on programs that yield quick financial returns, bringing increased opportunities to some university teachers and fewer to those with less marketable skills. This, combined with other issues, such as the centralized decision-making process, deteriorating social relationships on campus, and the low esteem in which teachers are held, serves to distract teachers from their commitment to teaching. The net result of all this has been a serious brain drain from university work.
590 $a School code: 0328.
650 4 $a Economics, General. $3 1017424
650 4 $a Education, Higher. $3 543175
690 $a 0501
690 $a 0745
710 2 0 $a Dalhousie University (Canada). $3 1017625
773 0 $t Dissertation Abstracts International $g 59-01A.
790 $a 0328
790 1 0 $a Gamberg, Ruth, $e advisor
790 1 0 $a Welton, Michael, $e advisor
791 $a Ph.D.
792 $a 1997
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NQ24788