© 2019

Faculty Development in Chinese Higher Education

Concepts, Practices, and Strategies


  • Proposes an initial analytical framework for investigating the conceptual, practical and strategic dimensions of Chinese faculty development

  • Provides unique standpoints to illustrate and analyze the faculty development model from an interdisciplinary perspective

  • Offers an intensive debate and discourse on the conceptual, practical, and strategic elements of faculty development


Table of contents

  1. Front Matter
    Pages i-xx
  2. Conceptual Faculty Development at Chinese Context

  3. Practical Faculty Development at Chinese Context

About this book


This book provides a framework for investigating faculty development in the Chinese higher education system, and proposes a faculty development model, which is subsequently applied to assess the conceptual, practical and strategic dimensions of Chinese faculty development. The proposed framework is primarily based on reconstructing the higher education system. The book focuses on conceptualizing and pursuing faculty development. The intended readership includes researchers with an interest in, or whose work involves, research on faculty development and comparative higher education; administrators and stakeholders in Chinese higher education management; and graduate students majoring or minoring in comparative higher education.


Faculty Development Chinese Contextual Faculty Development Chinese Characteristic Faculty Development Model Chinese Faculty Profession Chinese Faculty Academia Comparative Higher Education Globalization of Higher Education Internationalization of Higher Education Chinese Higher Education Chinese Education

Authors and affiliations

  1. 1.Faculty of EducationBeijing Normal UniversityBeijingChina
  2. 2.Faculty of EducationBeijing Normal UniversityBeijingChina

About the authors

                Jian Li and Xudong Zhu serve as co-first author to contribute this book.

Jian Li is an assistant professor at the China Institute of Education and Social Development at Beijing Normal University. She received her Ph.D. degree from Indiana University Bloomington, USA. Dr. Li’s general area of scholarship is the assessment of global competency and global learning within higher education institutions, an area in which she has pursued four themes: higher education policy and management; undergraduate students’ global learning performance assessment; faculty global perspective within higher education; and global learning and development as a framework for institutional research. Dr. Li has published over 20 articles and book chapters, and delivered over 30 workshops and seminars and more than 10 keynote, peer-reviewed and invited presentations throughout the U.S. and in Europe, Africa, and Asia.

​Xudong Zhu is a professor at the Institute of Teacher Education and Dean of the Faculty of Education at Beijing Normal University. His work focuses on teacher education, comparative education and the history of education, with an emphasis on transforming the teacher education system in China, comparative studies on national development and education, and the history of ideas of education in the west. Much of his work has involved the policy and practice of teacher education and teacher professional development, aspects that he has researched in China, with the World Bank, UNESCO, Intel, etc. He is the Secretary of the National Expert Committee of Teacher Education of MOE in China, and Director of the Center for Teacher Education Research among the Key Research Institutes of Humanities and Social Sciences in University of MOE. He is also the Director of the Institute of Teacher Education at Beijing Normal University, and Editor-in-Chief of the Journal of Teacher Education Research, China.


Bibliographic information

  • Book Title Faculty Development in Chinese Higher Education
  • Book Subtitle Concepts, Practices, and Strategies
  • Authors Xudong Zhu
    Jian Li
  • Series Title Perspectives on Rethinking and Reforming Education
  • Series Abbreviated Title Perspectives on Rethinking and Reforming Education
  • DOI
  • Copyright Information Springer Nature Singapore Pte Ltd. 2019
  • Publisher Name Springer, Singapore
  • eBook Packages Education Education (R0)
  • Hardcover ISBN 978-981-13-7766-2
  • Softcover ISBN 978-981-13-7769-3
  • eBook ISBN 978-981-13-7767-9
  • Series ISSN 2366-1658
  • Series E-ISSN 2366-1666
  • Edition Number 1
  • Number of Pages XX, 220
  • Number of Illustrations 7 b/w illustrations, 36 illustrations in colour
  • Topics Higher Education
    International and Comparative Education
    Professional & Vocational Education
  • Buy this book on publisher's site
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