A Comparison of Perceptions and Implementation of Shared Governance between American and Chinese Higher-Education Institutions

Autor/in	Zhang, Dianyu
Titel	A Comparison of Perceptions and Implementation of Shared Governance between American and Chinese Higher-Education Institutions
Quelle	(2013), (193 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, East Tennessee State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3036-4705-5
Schlagwörter	Hochschulschrift; Dissertation; Governance; Comparative Education; Stakeholders; Administrator Attitudes; Higher Education; Measures (Individuals); Scores; Curriculum Implementation; Adoption (Ideas); Gender Differences; Foreign Countries; Comparative Analysis; Statistical Analysis; China; United States + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Vergleichende Erziehungswissenschaft; Hochschulbildung; Hochschulsystem; Hochschulwesen; Messdaten; Ideas; Ideenfindung; Geschlechterkonflikt; Ausland; Statistische Analyse; USA
Abstract	The purpose of this quantitative study was to assess the status of institutional stakeholders' perceptions and application of shared governance on an American higher education campus and a counterpart in China and determine if there were differences among the groups of stakeholders both within and between the institutions. A 2-inventory researcher-developed survey of shared governance was used to measure each factor. The data analysis found significant differences among the 4 categories of participants at the Chinese institution. For the General Acceptance dimension of the Perceptions of Shared Governance Inventory (PSGI) the Chinese staff members reported significantly higher scores than all the other 3 categories. For the Implementation dimension of the PSGI the staff members and the students scored significantly higher than the administrators and the faculty members. For the 2 dimensions of the Application of Shared Governance Inventory (ASGI) the administrators reported significantly higher scores than the other categories. At the participating American university a significant difference was found between the students and the administrators in the General Acceptance dimension of the PSGI. However, no other significant differences were found. Comparisons between the American institution and the Chinese institution found that the Chinese faculty members scored significantly higher than their American counterparts in the General Acceptance dimension of the PSGI, but the American faculty members scored significantly higher in both the General Acceptance and the Implementation dimensions of the ASGI than the Chinese faculty members. The Chinese staff members and the Chinese students scored significantly higher than their American counterparts in both the General Acceptance and the Implementation dimensions of the PSGI, but the American staff members and the American students scored significantly higher in both the General Acceptance and the Implementation dimensions of the ASGI than their Chinese counterparts. Results of this study also indicate gender differences play no significant role in the reported scores of either the General Acceptance dimension or the Implementation dimension of the 2 inventories, and that years of service differences play a significant role only in two Chinese groups: the Chinese 31-or-more group in the PSGI and the 11-to-20 group in the ASGI. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01