Promoting Instructional Quality in China’s System of Higher Education

Presenter:Latasha W. Lane, M.A.

PhD CandidateThe University of Toledo, Toledo, Ohio USA

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PhD candidate – Higher EducationThe University of Toledo (UT)Topic: Faculty Professional

Development Programs Influence on Teaching Quality of Public Community College Part-Time Faculty

Advisor: Dr. Ron Opp

About the Presenter

• Part-time faculty member (UT) – 5 years• 17 years experience in higher education - Two-

year (community colleges) and four-year colleges• Presidential Fellow – Wayne County Community

College District – Detroit , Michigan, USA

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Overview of Presentation

1. Higher Education and China2. Quality and Faculty3. Western Ideals of Quality Faculty4. FOCUS: From INSTRUCTOR to LEARNER5. Defining Faculty Professional

Development6. Approaches and Keys to Faculty

Professional Development Programming7. Discussion

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Higher Education and China

1. Modern Chinese higher education experienced its greatest transformation in the last 10 to 15 years

2. Rapid increases in student enrollment

3. Spread of available opportunities for citizens in rural areas

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Higher Education and China

1. Increased emphasis on quality over quantity in educational attainment within higher education

2. Many conversations about educational and institutional excellence are associated with student success

3. China’s increasing global importance of its educational system and competitive impacts of educational attainment

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Quality and Faculty

1. Educational and institutional excellence is applicable to faculty populations and their achievements as well

2. Presence of a teaching contingency prepared and trained to facilitate learning in the classroom is optimal for student success and continued improvement

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Western Ideals of Quality Faculty

By Western standards, measures of instructional quality of faculty are generally based on:– Degree(s) earned– Teaching experience– Assessment/evaluation reports

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Focus: From Instructor to Learner

1. Conversations about engaging and involving students are central for instruction

2. With increased emphasis on student learning outcomes, focus of faculty professional development programming is directed away from the instructor and towards the learner – the student

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Defining Faculty Professional Development

• Refers to two concepts typically used separately, faculty development and professional development

• Combined, they indicate programs and activities that allow faculty to further develop and manage their capacity to have maximum impact on achieving the mission, vision, goals and objectives of a post-secondary college or university.

Source: Professional and Organizational Development Network

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Source: Xinshiji Jiaoxue Yanjiusuo, 2010

Satisfied39%

Very Satisfied3%

Missing5%

Very Unsatisfied13%

Unsatisfied40%

Attitudes of Full-time Faculty (at Chinese Universities) in Regular Four Year Higher Education Institutions towards Faculty Development Programs (5,000 respon-

dents)

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Approaches to Faculty Professional Development

Programming

1. Theory-to-practice based models 2. Single-day, all-college conference

events3. Formal program schedule with

multiple seminars throughout year4. Face-to-face and online delivery

formats5. Availability of incentives to

encourage participation

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Keys to Successful Faculty Professional Development

Programs1. Conduct pre-assessment to determine

instructional needs based on college mission and student learning outcomes

2. Align institutional policies and practices to support faculty professional development programming

3. Design and implement assessment process to facilitate continuous improvement and quality

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References

Bloland, P. A. (May/April 1993). Alexander W. Astin. Higher education’s relentless reformer. Journal of Counseling and Development, 71, p. 371-380

Li, Y., Whalley, J., Zhang, S., Zhao, X. (2008, April 18). China’s higher education transformation and its global implications. Retrieved from http://www.voxeu.org/index.php?q=node/1066

Yu, X. (2009). Faculty employment policy shift in Chinese higher education. The Journal of Education, 188, p. 51-62

Mohrman, K., Geng, Y., and Wang, Y. (2011). Faculty life in China. The NEA 2011 Almanac of Higher Education, p. 84-99

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DISCUSSION

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Thank You!

Promoting Instructional Quality in China’s System of Higher Education

Presenter:

Latasha W. Lane, M.A.PhD Candidate

The University of Toledo, Toledo, Ohio USA

Contact Information:

Email:latasha.lane@rockets.utoledo.edu

Epsilen ePortfolio web address:http://www.epsilen.com/llane