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高等教育国际化政策中澳比较研究（英文版）
作者：洪敏 著
出版社：华中科技大学出版社
出版时间：2022-01-01
ISBN：9787568075763
定价：¥68.00
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内容简介
在全球化时代，高等教育国际化已成为一种必然趋势，并已成为各国高等教育政策的共同追求。就这一趋势而言，本研究集中在中国和澳大利亚两个国家。本研究的主要目的是通过比较中国和澳大利亚的国际高等教育政策，找出全球和国家在政策发展中的压力之间的互动关系。从宏观层面（国家）、中观层面（高校）和微观层面（个人）三个方面对国家元政策、高校合作竞争政策和人员流动政策进行了详细论述和分析，确定其相似性和差异性。对全球趋势的不同反应反映了每个国家的特殊性以及路径依赖因素对全球压力的调节方式。这一比较将有助于更好地理解全球化如何影响和回应高等教育政策的国际化，并通过关注两组特定的国家政策，更好地理解其路径依赖的中介作用。
作者简介
洪敏，湖北汉川人，本科就读于武汉大学政治学与行政学专业，辅修经济学双学位；硕士就读于复旦大学高教所，开始以高等教育作为专业方向；硕士毕业后获得澳大利亚政府奖学金赴昆士兰大学攻读博士学位，开始以高等教育国际化为主要研究方向，师从国际著名教育政策学者Bob Lingard教授和Ian Hardy副教授，毕业后回国就职于华中科技大学教育科学研究院，从事教学和科研工作。目前有多篇研究成果发表在Higher Education，Studies in Higher Education，Higher Education Research & Development等SSCI国际期刊及CSSCI期刊上。
目录
contents
Chapter 1: Introduction001
1.1Introduction001
1.2Historical Background of the Research003
1.2.1IHE: A Global View005
1.2.2Australian IHE: A Historical Overview006
1.2.3Chinese IHE: Changes through time009
1.2.4IHE: A Comparative Perspective011
1.3Scope of This Book013
1.3.1Selection of China and Australia to Research013
1.3.2Selection of Study Period014
1.4Research Aims016
1.5Structure of the Book017
Chapter 2: Literature Review, Theoretical Framework and
Methodology018
2.1Literature Review018
2.1.1Globalization and IHE Policy018
2.1.2IHE Policy in China022
2.1.3IHE Policy in Australia023
2.1.4Comparative Study of the IHE Policy025
2.2Theoretical Framework026
2.2.1Educational Policy Convergence and Divergence027
2.2.2Path Dependence032
2.2.3Soft Power035
2.3Research Methodology and Methods036
2.3.1Inductive and Deductive Approaches in Document
Analysis036
2.3.2Comparative Study039
2.3.3Selection of Policies042
2.3.4Analytical Framework and Methods Designed for this
Study044
2.4Summary044
ContentsChapter 3: Macro-Lens of IHE: National Rationale, Objectives
and Strategic Priorities in China and Australia046
3.1Introduction046
3.2A Brief History of IHE in China and Australia049
3.2.1China’s IHE049
3.2.2Overview of Australian HE under Globalization052
3.3Overarching Meta-Policies in China055
3.4Overarching Meta-Policies in Australia060
3.4.1Bradley Review: The Review of Australian Higher
Education（2008）060
3.4.2Chaney Report: Australia-Educating Globally（2013-2018） 064
3.4.3A Smarter Australia: An Agenda for HE（2013-2016）065
3.4.4National Strategy for International Education（2015-2025）068
3.4.5Australian International Education 2025（2016-2025）069
3.4.6Summary070
3.5Comparison on Macro-Lens of Internationalization073
3.5.1Overview of the two nations’ overarching metapolicies073
3.5.2Rationale, objectives and strategic priorities074
3.6Discussion and Conclusion079
Chapter 4: Meso-Lens of IHE: Collaboration and Competition between Universities in China and Australia081
4.1Introduction081
4.2The Theory of Cooperation and Competition081
4.3Institution-Focused Policies in China083
4.3.1Chinese-Foreign Cooperation in Running Schools083
4.3.2Construction of WCUs088
4.3.3Confucius Institute Project093
4.3.4Summary of Analysis of Institutionfocused Policies095
4.4Institution-Focused Policies in Australia096
4.4.1Transnational HE096
4.4.2Competitiveness of Australian Universities098
4.4.3Summary of Analysis of Institution-Focused Policies100
4.5Comparison on Mese-Lens of Internationalization101
4.5.1Collaboration in “Running” Universities101
4.5.2Competitiveness and the Construction of WCUs107
4.5.3The Confucius Institute Project113
4.5.4Summary of InstitutionFocused Policies114
4.6Discussion and Conclusion115
Chapter 5: Micro-Lens of IHE: Inflow and Outflow Mobility of People
in China and Australia117
5.1Introduction117
5.2Brain Drain, Brain Gain and Brain Circulation
under Globalization and IHE119
5.3People Focused-Policies in China121
5.3.1Inflow people in IHE: Study in China121
5.3.2Outflow People in IHE: Chinese Studying Abroad123
5.3.3Outflow People in IHE: Global Talents Recruitment126
5.3.4Summary of People-focused Policies of China’s IHE130
5.4People-Focused Policies in Australia130
5.4.1Inflow People in IHE: Study in Australia130
5.4.2Inflow People in IHE: Student Visas and Migration
Policy136
5.4.3Outflow People in IHE: Australians Learning Abroad140
5.4.4Summary of People-Focused Policies of Australian IHE144
5.5Comparison on Micro-Lens of internationalization145
5.5.1Inflow-Foreign / International Students’ Policy145
5.5.2Inflow-Global Talents Recruitment Policy150
5.5.3Outflow-Learning Abroad155
5.6Discussion and Conclusion157
Chapter 6: Internationalizing HE with National Characteristics163
6.1Introduction163
6.2Policies of IHE in China and Australia, 20082020:
Policy Convergence and Divergence165
6.3Similar Global Trends but Different Responses:
Internationalizing HE with National Characteristics168
6.3.1Similar Global Trends of This Period（20082020）168
6.3.2Different Responses by Nations: China and Australia172
Chapter 7: Conclusion176
7.1Concluding Remarking176
7.2Contribution of This Study180
7.3Limitations of the Study181
7.4Future Research182
References184
Chapter 1: Introduction001
1.1Introduction001
1.2Historical Background of the Research003
1.2.1IHE: A Global View005
1.2.2Australian IHE: A Historical Overview006
1.2.3Chinese IHE: Changes through time009
1.2.4IHE: A Comparative Perspective011
1.3Scope of This Book013
1.3.1Selection of China and Australia to Research013
1.3.2Selection of Study Period014
1.4Research Aims016
1.5Structure of the Book017
Chapter 2: Literature Review, Theoretical Framework and
Methodology018
2.1Literature Review018
2.1.1Globalization and IHE Policy018
2.1.2IHE Policy in China022
2.1.3IHE Policy in Australia023
2.1.4Comparative Study of the IHE Policy025
2.2Theoretical Framework026
2.2.1Educational Policy Convergence and Divergence027
2.2.2Path Dependence032
2.2.3Soft Power035
2.3Research Methodology and Methods036
2.3.1Inductive and Deductive Approaches in Document
Analysis036
2.3.2Comparative Study039
2.3.3Selection of Policies042
2.3.4Analytical Framework and Methods Designed for this
Study044
2.4Summary044
ContentsChapter 3: Macro-Lens of IHE: National Rationale, Objectives
and Strategic Priorities in China and Australia046
3.1Introduction046
3.2A Brief History of IHE in China and Australia049
3.2.1China’s IHE049
3.2.2Overview of Australian HE under Globalization052
3.3Overarching Meta-Policies in China055
3.4Overarching Meta-Policies in Australia060
3.4.1Bradley Review: The Review of Australian Higher
Education（2008）060
3.4.2Chaney Report: Australia-Educating Globally（2013-2018） 064
3.4.3A Smarter Australia: An Agenda for HE（2013-2016）065
3.4.4National Strategy for International Education（2015-2025）068
3.4.5Australian International Education 2025（2016-2025）069
3.4.6Summary070
3.5Comparison on Macro-Lens of Internationalization073
3.5.1Overview of the two nations’ overarching metapolicies073
3.5.2Rationale, objectives and strategic priorities074
3.6Discussion and Conclusion079
Chapter 4: Meso-Lens of IHE: Collaboration and Competition between Universities in China and Australia081
4.1Introduction081
4.2The Theory of Cooperation and Competition081
4.3Institution-Focused Policies in China083
4.3.1Chinese-Foreign Cooperation in Running Schools083
4.3.2Construction of WCUs088
4.3.3Confucius Institute Project093
4.3.4Summary of Analysis of Institutionfocused Policies095
4.4Institution-Focused Policies in Australia096
4.4.1Transnational HE096
4.4.2Competitiveness of Australian Universities098
4.4.3Summary of Analysis of Institution-Focused Policies100
4.5Comparison on Mese-Lens of Internationalization101
4.5.1Collaboration in “Running” Universities101
4.5.2Competitiveness and the Construction of WCUs107
4.5.3The Confucius Institute Project113
4.5.4Summary of InstitutionFocused Policies114
4.6Discussion and Conclusion115
Chapter 5: Micro-Lens of IHE: Inflow and Outflow Mobility of People
in China and Australia117
5.1Introduction117
5.2Brain Drain, Brain Gain and Brain Circulation
under Globalization and IHE119
5.3People Focused-Policies in China121
5.3.1Inflow people in IHE: Study in China121
5.3.2Outflow People in IHE: Chinese Studying Abroad123
5.3.3Outflow People in IHE: Global Talents Recruitment126
5.3.4Summary of People-focused Policies of China’s IHE130
5.4People-Focused Policies in Australia130
5.4.1Inflow People in IHE: Study in Australia130
5.4.2Inflow People in IHE: Student Visas and Migration
Policy136
5.4.3Outflow People in IHE: Australians Learning Abroad140
5.4.4Summary of People-Focused Policies of Australian IHE144
5.5Comparison on Micro-Lens of internationalization145
5.5.1Inflow-Foreign / International Students’ Policy145
5.5.2Inflow-Global Talents Recruitment Policy150
5.5.3Outflow-Learning Abroad155
5.6Discussion and Conclusion157
Chapter 6: Internationalizing HE with National Characteristics163
6.1Introduction163
6.2Policies of IHE in China and Australia, 20082020:
Policy Convergence and Divergence165
6.3Similar Global Trends but Different Responses:
Internationalizing HE with National Characteristics168
6.3.1Similar Global Trends of This Period（20082020）168
6.3.2Different Responses by Nations: China and Australia172
Chapter 7: Conclusion176
7.1Concluding Remarking176
7.2Contribution of This Study180
7.3Limitations of the Study181
7.4Future Research182
References184
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