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RISS 인기검색어
- 검색키워드
- 저자 : Futao HUANG (검색결과 3 건)
- 무료
- 기관 내 무료
- 유료
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General Education in China and Japan - A Comparative Perspective
Futao HUANG 한국교양교육학회 2015 교양교육연구 Vol.9 No.1
This study is mainly concerned with the transfer of the U.S. general education model to China and Japan and similarities and differences in the undergraduate education in the two countries from a comparative perspective. This study begins with a brief introduction to major changes which have happened to general education from the historical and comparative perspectives, and then it focuses on the implementation of general education in China and Japan and recent changes in their undergraduate education. The study concludes by arguing that Japan has a much longer history of implementing the U. S. general education in its undergraduate education than China. It was enforced by the U.S. occupation army in a formal and systematic way and has exerted more profound influences on Japan’s undergraduate education. In contrast, China adopted the U.S. general education voluntarily and in an informal way with its limited impact on Chinese undergraduate education. Further, although the U.S. general education has increasingly evident influences on both countries at an idea level since the early 1990s, at either system or institutional level, the undergraduate education in both countries is still dominated by their traditional patterns of stressing professional education and national identities.
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International faculty at Japanese universities: their demographic characteristics and work roles
Futao HUANG 서울대학교 교육연구소 2018 Asia Pacific Education Review Vol.19 No.2
The purpose of this study is to explore key aspects of the personal, educational, and professional characteristics of international faculty and their work roles at Japanese universities based on findings from a national survey of international faculty in 2017. Main findings include the following: first the demographic profile of international faculty differs from their Japanese colleagues in terms of their highest degree awarded, academic rank, and between disciplines; second, three broad types of international faculty could be practically identified, and which differ according to their size and professional roles within their institutions; third, in addition to both teaching and research, international faculty are also strongly expected to undertake any activities which cannot be accomplished by Japanese colleagues, especially help enhance the international reputation of their current universities.
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International faculty in China: case studies of four leading universities in Shanghai
Xian Wu,Futao HUANG 서울대학교 교육연구소 2018 Asia Pacific Education Review Vol.19 No.2
To attract and hire high-level international faculty to leading universities is an important task in building world-class universities in China. However, there is much left to explore and to understand about international faculty in China. Based on a brief review of China’s higher education system and international faculty, findings from A National Survey of International Faculty at Chinese Universities and Colleges (conducted in 2017), and case studies of four leading universities in Shanghai, this study explores the main characteristics and motivations of international faculty in China by discipline, age, gender, and so forth. More specially, it explores the individual, educational, and professional characteristics of international faculty at Chinese colleges and universities, how these characteristics vary among different groups of international faculty, and why they came to Chinese leading universities?
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