A comparative study on the localization practice of public art curriculum in American and Chinese cooperative universities : Taking University of Nottingham Ningbo China and Wenzhou Kean University as examples

다국어 초록 (Multilingual Abstract)

In the context of the rapid development of transnational higher education, how the curricula of Sino-foreign cooperative universities achieve a creative integration of international resources and local needs has become a critical issue. Public art courses, as a vital component of general education, embody in their localization practices the adaptive logic of different educational systems. Existing research shows a lack of systematic comparative analysis in this specific field. This study selects the University of Nottingham Ningbo China (UNNC) and Wenzhou-Kean University (WKU), which represent British and American educational traditions respectively, as case studies, aiming to compare the characteristics, pathways, and effectiveness of their public art course localization. Employing Bereday's four-step comparative education framework (description, interpretation, juxtaposition, comparison), the research systematically analyzes course documents, policy texts from both universities, and incorporates qualitative data from interviews with teachers and students. The findings reveal that their practices have diverged into two distinct paradigms: UNNC has formed an "Academic-Embedded Paradigm", where courses serve as a vehicle for academic skill training, centered o n textual analysis, seminars, and written argumentation. Its localization manifests as a "System-Grafting" pathway, prioritizing the transplantation of its parent institution' s academic standards. In contrast, WKU has developed a "Liberal Arts-Entity Paradigm", where courses aim to cultivate independent aesthetic literacy, emphasizing practical experience and local community engagement. Its localization is characterized b y a "Symbiotic-Integration" pathway, actively responding to local policy initiatives. The root of this divergence lies in the different "educational genes" inherited from their parent systems and the consequent choice of localization strategy. UNNC's deep embedding of the British "critical rationality" tradition leads to notable effectiveness in academic depth. WKU's fusion of the American "whole-person education" philosophy with local demands results in outstanding performance in cultural experience and practical participation. Both cases demonstrate success through a high degree of "fit" between their core "gene" and chosen "strategy", proving the legitimacy of multiple localization pathways. This study provides a reference for Sino-foreign cooperative institutions to clarify their positioning and select appropriate curricular strategies. It also offers empiric al evidence and theoretical insights for the reform of public art education in Chinese universities—suggesting deeper university-local collaboration and enhanced critical dimensions—and for local governments in implementing differentiated policy guidance.

목차 (Table of Contents)

• CHAPTER1.Introduction 1
• 1.1 Research Rationaleand Objectives 3
• 1.1.1 Research Necessity 3
• 1.1.2 Research Objectives 6
• 1.2 Research Questions 6
• CHAPTER2. Theoretical Background 8
• 2.1 Conceptual Definitions 8
• 2.1.1 Sino-Foreign Cooperative Universities 8
• 2.1.2 Public Art Programs 9
• 2.1.3 Localization of the Practice 13
• 2.2 Review of Prior Research 14
• 2.2.1 Research on the Current State of Localization Practices in Sino-Foreign Cooperative Education Programs 14
• 2.2.2 Research Status of Public Art Courses in 19
• 2.2.3 Bereday's Comparative Methodology 23
• CHAPTER3. Research Methods 26
• 3.1 Comparative Analysis Model 26
• 3.3.1 Description 29
• 3.1.2 Explanation 33
• 3.1.3 Juxtaposition 36
• 3.1.4 Comparison 38
• 3.2 Research Process 39
• 3.2.1 Application Design of the Beredsky Comparison Four-Step Method 39
• 3.2.2 Design and Implementation of Semi-Structured Interviews 42
• 3.2.3 Textual Data Coding and Analysis 46
• 3.2.4 Thematic Analysis of Interview Data 59
• 3.2.5 Synthesis and Interpretation 85
• CHAPTER4. Analysis of the Current Status and Context of Localization Practices in Public Art Coursesat Sino-Foreign Cooperative Universities 94
• 4.1 Public Art Course Practices and Institutional Logic at Ningbo University(UNNC) 94
• 4.1.1 Course Objectives and Current Structure 94
• 4.1.2 Localized Characteristics of Teaching Content and Methods 98
• 4.1.3 Course Transplantation and the "Embedded" Dilemma Under UKA cademic Standards 104
• 4.2 WKU's Public Art Course Practices and Institutional Logic 107
• 4.2.1 Course Objectives and Current Structure 107
• 4.2.2 Localized Characteristics of Teaching Contentand Methods 110
• 4.2.3 Curriculum Creation and "Symbiosis" Pathways Under American Regional Engagement Principles 118
• CHAPTER5. Comparative Analysis and Implications of Localization in Public Art Programs at Sino-Foreign Joint Universities 125
• 5.1 Analysis of Similarities and Differences in Localization Practices of Public Art Programs at Both Universities 125
• 5.1.1 Objective Positioning: From "Academic Analysis" to "Experiential Practice" 128
• 5.1.2 Content Sources: Text/Classicsvs.Field/Site-Specific Focus 129
• 5.1.3 Teacher-Student Interaction: Differences Between Lecture-Seminar, Workshop, and FieldStudy 131
• 5.1.4 Assessment Orientation: Written Argumentation vs. Diverse Presentations 132
• 5.1.5 Summary: Shared Policy Framework, Differentiated Localization Approaches 133
• 5.2 Comparison of Localization Models in Public Art Courses at Both Institutions 133
• 5.2.1 Comparison of Localization Pathways in Public Art Programs 134
• 5.2.2 Comprehensive Comparison of Factors Behind Localization Differences in Public Art Curricula 138
• 5.2.3 Comparative Analysis of Student Learning Experiences in the Localization of Public Art Courses at Both Institutions 145
• 5.3 Conclusions and Implications 149
• 5.3.1 Implications for Curriculum Development in Sino-Foreign Joint Programs 149
• 5.3.2 Recommendations for Reforming Public Art Education in Chinese Universities 152
• 5.3.3 Recommendations for Zhejiang Province 154
• CHAPTER6. Summary and Conclusions 158
• 6.1 Abstract 158
• 6.2 Conclusion 162
• Reference 164