Resources Allocation in Chinese Universities: Hierarchy, Academic Excellence, or Both?

Autor/inn/en	Ying, Qianwei; Fan, Yongmao; Luo, Danglun; Christensen, Tom
Titel	Resources Allocation in Chinese Universities: Hierarchy, Academic Excellence, or Both?
Quelle	In: Oxford Review of Education, 43 (2017) 6, S.659-676 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2017.1295930
Schlagwörter	Resource Allocation; Universities; Administrative Organization; College Administration; Doctoral Dissertations; Awards; Faculty Advisers; Tenure; Academic Ability; Teacher Qualifications; Robustness (Statistics); Performance Factors; Academic Achievement; Predictor Variables; Foreign Countries; China + Suchen Sie Ihr Suchwort? Ressourcenallokation; University; Universität; College administrators; Hochschulverwaltung; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Award; Auszeichnung; Amtszeit; Beschäftigungsdauer; Lehrqualifikation; Widerstandsfähigkeit; Leistungsindikator; Schulleistung; Prädiktor; Ausland
Abstract	Scholars are aware that the higher education sector in China is highly affected by its administrative system, but the questions of how and to what extent the Chinese administrative system impacts academic resources allocation have yet to be answered. By examining the empirical data from 2003 to 2010 of China's National Excellent Doctoral Dissertations Award, this article finds that the hierarchical position of doctoral advisors who hold a university or college post will have an important influence on academic resources allocation, although these advisors are professors with high academic ability. This article also finds an interaction effect between advisors' hierarchical position and students' academic abilities in influencing the decisions on the award. Overall, the Chinese case digs rather deep into the increasing hierarchisation of academic life and science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01