Futao Huang
Hiroshima University, Research Institute for Higher Education, Faculty Member
- Internatioalization of higher education, Development of university and college curriculum, Academic Profession, A comparative study of higher education in East Asia, World Class University, Chinese higher education, and 2 moreTransnational higher education and Comparative & International Educationedit
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This paper identifies the main characteristics of the governance styles of four-year universities in China and Japan, based on findings from a cross-national academic survey conducted using a common questionnaire in 2011-2012.The study... more
This paper identifies the main characteristics of the governance styles of four-year universities in China and Japan, based on findings from a cross-national academic survey conducted using a common questionnaire in 2011-2012.The study reveals that, although changes have occurred in the governance arrangements of universities in both countries under the influence of the new public management, entrepreneurialism, and other factors, the two case studies do not confirm that every change in higher education governance in the two countries reflects the American model. Neither shared governance, corporate/entrepreneurial approaches, nor flexible/learning architectures have dominated arrangements in the two countries. Rather, while reforms in each country share some features in common with many systems, the two national systems embody two distinctive patterns of governance. From an international and comparative perspective, China is more characterized by a top-down style while Japan is more concerned with a bottom-up one. In contrast with Japan, the basic character of governance style in China has not been fundamentally changed. Neither the common nor the specific issues concerning governance of higher education in the two countries can be satisfactorily explained simply in terms of the numerical expansion of higher education enrollment as discussed by Trow, or other generic notions in the research literature. Rather, the specificities of each country, and the differences between them, must be explained in terms of the academic origins, traditions, cultural values, and especially the current political and social systems of China and Japan.
Key words: academic profession, governance, Asia survey, China, Japan, comparative study
Key words: academic profession, governance, Asia survey, China, Japan, comparative study
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Compared with North America, the United Kingdom and many European countries, almost all aspects of higher education in East Asia since the late 19th century have been rigidly regulated and controlled by central government or colonial... more
Compared with North America, the United Kingdom and many European countries, almost all aspects of higher education in East Asia since the late 19th century have been rigidly regulated and controlled by central government or colonial powers.
While the quality of the region’s universities has remained consistent, tremendous changes have occurred in higher education since the early 1990s as a result of both global/international factors and national contextual drivers.
Although these factors and drivers have affected quality assurance in individual countries and societies in different ways and to different degrees, similar patterns can be found across the region and similar challenges remain.
While the quality of the region’s universities has remained consistent, tremendous changes have occurred in higher education since the early 1990s as a result of both global/international factors and national contextual drivers.
Although these factors and drivers have affected quality assurance in individual countries and societies in different ways and to different degrees, similar patterns can be found across the region and similar challenges remain.
The purpose of this study is to describe an overview of changes to inbound international faculty members to Dutch higher education institutions, their main characteristics, and forces or agents of change which occurred in them, and the... more
The purpose of this study is to describe an overview of changes to inbound international faculty members to Dutch higher education institutions, their main characteristics, and forces or agents of change which occurred in them, and the implications for Japanese higher education. The analysis and discussion are based primarily on official statistics issued by the Dutch government, professional associations, individual higher education institutions, earlier relevant literature, case studies and interviews with administrative and academic staff in the Netherlands. With regard to the structure, it begins with a short introduction to the Dutch higher education system and academic profession and then analyzes key characteristics of international faculty members being employed in Dutch higher education research universities. The third section deals with major forces and agents of change which affected international faculty members in Dutch higher education institutions. The article concludes by summarizing main findings and offering implications for research, policy, and practice.
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The purpose of this study is to address the basic model of Japanese higher education financing mechanisms, the main changes that have occurred in these mechanisms, and their influences on higher education development. This analysis is... more
The purpose of this study is to address the basic model of Japanese higher education financing mechanisms, the main changes that have occurred in these mechanisms, and their influences on higher education development. This analysis is based on previous academic studies, national statistics, and case studies of three different sectors since the early 2000s. The analysis begins with a brief review of earlier studies and a description of the research framework. Subsequently, the study outlines the main characteristics of Japan’s higher education and the key features of its financing mechanisms. In the following part, the study analyzes major changes that have occurred in Japanese higher education financing in recent years, and key factors that have affected these changes. Furthermore, it discusses the major influences and outcomes of these financing mechanisms on higher education development and institutional strategies. The final part summarizes and offers implications for research, practice and educational development.
The paper shows that although there is still evidence of the impact of Soviet ideas, since the mid-1990s China’s doctoral education system has become increasingly affected by the US, particularly in relation to the role of coursework and... more
The paper shows that although there is still evidence of the impact of Soviet ideas, since the mid-1990s China’s doctoral education system has become increasingly affected by the US, particularly in relation to the role of coursework and quality assurance frameworks.
Based on case studies of China and Japan, this study undertakes comparative research on major aspects of university curriculum and instruction-teaching activities of academics, their role in curriculum development, and their perceptions... more
Based on case studies of China and Japan, this study undertakes comparative research on major aspects of university curriculum and instruction-teaching activities of academics, their role in curriculum development, and their perceptions of these activities— between a mass and a universal higher education system. Major findings from the APA (Academic Profession in Asia) surveys administered in the two countries in 2011–2012 with a similar questionnaire provide hard data. However, the study also explores other contextual factors and drivers which might have affected the teaching activities undertaken by academics, their involvement in curriculum development, and their views of relevant activities. The paper argues that, although differences can be found in some aspects of the curriculum and instruction and academics' participation in these activities during the shift from the mass to universal phase of higher education, seen from the two case studies, it is less clear that the differences show the impact of transforming from mass to universal education. The national contextual factors, especially the origins of higher education and ongoing national policies in both countries, appear to play a significant role in how current academics perceived the curriculum development and instruction, and their participation in these activities. More importantly, as fundamental changes do not necessarily occur in all aspects of the curriculum and instruction, as well as the academics' views across universal and mass higher education systems, Trow's research can only be partly applied to the analysis of the curriculum and instruction in both countries.
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By analyzing relevant findings from two national surveys which were carried out in 1992 and 2011 with dozens of similar questions, the study explores changes in Japanese academics’ major teaching and research activities and their views of... more
By analyzing relevant findings from two national surveys which were carried out in 1992 and 2011 with dozens of similar questions, the study explores changes in Japanese academics’ major teaching and research activities and their views of these activities from 1992 to 2011. The study begins with a brief introduction to context and main policies and strategies addressing these changes, and then it discusses major changes in academics’ teaching and research activities and their perceptions of these activities at both institutional and individual levels. The study concludes by arguing the impacts from both contextual factors and government policies and strategies on their activities and perceptions of teaching and research over the time and further implications for research and policy.
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The purpose of this article is to look at the internationalization of both Japanese faculty members’ teaching and research activities and their affiliated institutions, as well as their views on international connections between research... more
The purpose of this article is to look at the internationalization of both Japanese faculty members’ teaching and research activities and their affiliated institutions, as well as their views on international connections between research universities and non-research universities based on major findings from the latest national survey which was implemented in 2011.
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Abstract The paper is mainly concerned with impact of incorporation on changes in public sector higher education in both China and Japan since the 1990s. The paper deals with the context, major policies and processes concerning... more
Abstract The paper is mainly concerned with impact of incorporation on changes in public sector higher education in both China and Japan since the 1990s. The paper deals with the context, major policies and processes concerning incorporation of the public sector in the ...
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Rostan, M. Finkelstein, M & Huang, F. (2013). Chapter 3 A Profile of CAP Participating Countries and a Global Overview of Academic Internationalization in 2007-2008. In F. Huang et al (Eds.), The internationalization of the academy: Changes, realities and prospects. pp. 37–54. Dordrecht: Springer.more
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Huang, F. (2009). The Internationalization of Japan's Academic Profession 1992-2007: facts and views. In RIHE (ed.), The Changing Academic Profession over 1992-2007: International Comparative and Quantitative Perspectives (RIHE International Seminar Report 13) (pp.97-111). RIHE Hiroshima University.more
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The Internationalization of the Academy in Asia : Major findings from the international survey (The Changing Academic Profession in Asia : The Formation, Work, Academic Productivity, and Internationalization of the Academy : Report of the International Conference on the Changing Academic Professi...more
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Changes and Realities in Teaching and Research Activities of the Academy (THE CHANGING ACADEMIC PROFESSION IN INTERNATIONAL AND QUANTATIVE PERSPECTIVES : A FOCUS ON TEACHING & RESEARCH ACTIVITIES : Report of the International Conference on the Changing Academic Profession Project, 2010 : Conclusion)more
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From historical and comparative perspectives,the article summarized three modes of quality assurance on undergraduate education of elite higher education stage: higher education institutes(HEIs)-led mode,government-led mode,deriving... more
From historical and comparative perspectives,the article summarized three modes of quality assurance on undergraduate education of elite higher education stage: higher education institutes(HEIs)-led mode,government-led mode,deriving mode,and analyzed the backgrounds of emergence and features of different modes.Then the writer paid more attention on the quality assurance on undergraduate education modes and trends of massification and universalization stages,put forward two modes of quality assurance of massification stage: earlier-stage mode and later-stage mode,and took Great Britain as example to elaborate features and emergence process of external evaluation in the country of the later-stage of massification.Finally,take American and Japan as examples to recapitulate the general pulse of quality assurance on undergraduate education of universalization stage,and especially put forward the development trend of quality assurance on undergraduate education is that through evaluation ...
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This article is mainly concerned with the major forms and characteristics of both ideals and curriculum development of liberal education and general education in different periods and different countries and regions in the historical and... more
This article is mainly concerned with the major forms and characteristics of both ideals and curriculum development of liberal education and general education in different periods and different countries and regions in the historical and comparative perspectives.By discussing the emergence and changes of liberal education,and appearance as well as influences of general education,the article concludes by arguing that first,fundamental changes have taken place in the objective,aims and content of liberal education during the past several hundreds;second,even the same term "general education" is being adopted by individual countries and regions,in reality there exist striking differences in curriculum development at institutional level;third,with massification of higher education and a closer link between universities and society,general education studies will inevitably constitute the increasingly important part in undergraduate education.
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The purpose of this study is to provide an overview of Chinese doctoral education, focusing on its recent changes, main characteristics, and major issues and challenges by analysing national statistics and documentation, as well as cases... more
The purpose of this study is to provide an overview of Chinese doctoral education, focusing on its recent changes, main characteristics, and major issues and challenges by analysing national statistics and documentation, as well as cases of individual universities. The study begins with a brief introduction to the outline and key features of Chinese higher education and global drivers as well as national contextual factors. It then discusses recent changes and challenges which have taken place in Chinese doctoral education since the mid-1990s. This study suggests that although there is still evidence of the impact of Soviet ideas on the existing system of doctoral education, China’s doctoral education has become increasingly affected by the US model in relation to the role of coursework and quality assurance frameworks. Furthermore, various challenges facing Chinese doctoral education include an increased marketisation or deregulation of government control on doctoral education, a lack of quality assurance mechanisms, and lower-quality full-time faculty members.
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Staff development has become a focus of new research fields in China.It has five basic modes: individual-led mode,government-led mode,association-lead mode,university-led mode and college/department-led mode.Based on the data obtained... more
Staff development has become a focus of new research fields in China.It has five basic modes: individual-led mode,government-led mode,association-lead mode,university-led mode and college/department-led mode.Based on the data obtained from the questionnaires from Japan,China and American from the year 2003 to 2005,the author finds marked differences in the content,achievements,existing problems and influencing factors of staff development in these three countries.Compared with Japan and America,China has achieved a lot in improving teachers' ability of research,social service and management.However,further efforts must be made on the part of China to strengthen university-level leadership and to foster experts in staff development.
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With rapid progress of economic globalization, internationalization of higher education (IHE) has come into a new phase with new characteristics; IHE has been more influenced by economic rationale associated with global competition.... more
With rapid progress of economic globalization, internationalization of higher education (IHE) has come into a new phase with new characteristics; IHE has been more influenced by economic rationale associated with global competition. Besides, the content of IHE has come to include not only traditional mobility of international students and scholars, etc., but also internationalization of curricula, transnational higher education, establishment of international organizations at both regional and global levels. Higher learning institutions become the main body of the IHE. Because of more and more cooperation of higher education activities taking place at a regional and more likely at a global level, IHE is now marching towards a phase of globalization of higher education.
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This chapter provides a detailed and extensive assessment of Japan’s high participation system (HPS) of higher education, in historical perspective, and reflects on the changes in governance, functional differentiation, diversification... more
This chapter provides a detailed and extensive assessment of Japan’s high participation system (HPS) of higher education, in historical perspective, and reflects on the changes in governance, functional differentiation, diversification between institutions in the form of vertical stratification, and the challenges for social equality and equity. The country case largely complies with the HPS propositions, with some national variations. The role of the state has been particularly important in shaping system differentiation; it has fostered functional diversification among universities and other post-secondary institutions, and has also concentrated public investment in selected universities. Stratification is enhanced by neo-liberal competition policy and the official positioning of the top universities as responding to globalization. The deliberate pursuit of functional diversification has modified the secular tendency to reduced diversity of institutional type, but not eliminated i...
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Compared with other topics or fields of higher education in China such as higher education financing, governance arrangements, mass higher education, quality assurance in higher education, development of university curriculum, and so... more
Compared with other topics or fields of higher education in China such as higher education financing, governance arrangements, mass higher education, quality assurance in higher education, development of university curriculum, and so forth, it seems that the research into Chinese academic professions or faculty members did not start really earnestly until the early 2000s. Except for a very few earlier studies, little is known of what new changes have happened to Chinese academic profession in recent years. Historically speaking, since the late nineteenth century, similar to the establishment of modern higher education systems in China, the formation of the Chinese academic profession was affected by various foreign countries, including France, Japan, Germany, and the United States. But since the mid-1950s through the mid1980s, under the slogan of “learning from the Soviet Union” in all aspects, the influence from the former Soviet Union on restructuring Chinese higher education and academic profession has been extremely profound and considerable. Although during the “Cultural Revolution” between 1966 and 1976 China dropped the former Soviet model with a purpose of finding out a new model, which could be applied to the Chinese context, the impact of the former Soviet model provided a continuing impact on China’s higher education, including the academic profession up to the 1980s. By the late 1980s, the most distinguishing characteristics of the academic profession in China can be summarized as the following. First, under the rigid planned economy, individual higher education institutions were financed and administered by either government or local authorities in accordance with national or local standards. There was no market force affecting the operation of higher education institutions. Hence, faculty members were not allowed to undertake any market activities, and neither was there completion for academic promotion or research resources between individual faculty members. Second, there was a clear division of labor between university faculty members and researchers in research institutes or Chinese Academies of Science or Social Sciences, which were set up outside of higher education institutions. University faculty members were overwhelmingly concerned with teaching activities, especially at an undergraduate level, while researchers affiliated with research institutes devoted most of their time to research activities. Third, by the early 1980s, as China was a very closed society and conducted no academic or educational exchange activities with most advanced Western countries. The level of internationalization of China’s higher education, including faculty members, in terms of cross-border personal movement, provision of internationalized courses, joint research with foreign colleagues, and so on, was not only lower than that in Western countries such as the United States and United Kingdom, but also in many developed societies in East Asia, such as Japan, South Korea, and Taiwan. Finally, prior to the late 1990s, as the gross rate of higher education was below than 10 percent of the 18-year
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Since public service was elevated in modern US universities in the mid-nineteenth century, the mission of the university has been diversified and university academics’ responsibilities have been involved with not only teaching and... more
Since public service was elevated in modern US universities in the mid-nineteenth century, the mission of the university has been diversified and university academics’ responsibilities have been involved with not only teaching and research activities, but also service activities (Veysey 1965). Especially since the 1990s, with rapidly growing demands from society, market, and the community, tremendous changes have occurred in almost all major higher education systems worldwide.
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93 A Review and Perspective of Research on Internationalization of Higher Education Futao Huang* Introduction Among studies on the internationalization of higher education in Japan, the contributions of Professor Kazuhoro Ebuchi have been... more
93 A Review and Perspective of Research on Internationalization of Higher Education Futao Huang* Introduction Among studies on the internationalization of higher education in Japan, the contributions of Professor Kazuhoro Ebuchi have been outstanding. In 1993 Professor ...
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This article is mainly concerned the major patterns and trends of higher education quality assurance frameworks since the 1990s.By analyzing some typical frameworks for quality assurance in selected countries such as UK,some Continental... more
This article is mainly concerned the major patterns and trends of higher education quality assurance frameworks since the 1990s.By analyzing some typical frameworks for quality assurance in selected countries such as UK,some Continental European nations, the US,and Japan,this study ...
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This book presents the outcomes of the research project on “The New Silk Road: Implications for higher education and research cooperation between China and Europe.” It addresses questions regarding how academic mobility and cooperation is... more
This book presents the outcomes of the research project on “The New Silk Road: Implications for higher education and research cooperation between China and Europe.” It addresses questions regarding how academic mobility and cooperation is taking shape along the New Silk Road and what difference it will make in the global higher education landscape. It presents a rich collection of contributions by scholars from Europe, China, the USA, Russia, and Australia, combining perspectives from anthropology, computer sciences, economics, education, history, law, political science, philosophy, science and technology studies, sinology, and sociology. Introductory chapters present the global context for the NSR, the development of Chinese universities along international models, and the history and outcomes of EU–China cooperation. The flows and patterns in academic cooperation along the New Silk Road as they shape and have been shaped by China’s universities are explored in more detail in the f...
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The 1979 and 2017 national surveys of full-time international faculty at Japanese universities show numerous important changes. The proportion of female academics has increased, and Japanese universities hire more international faculty in... more
The 1979 and 2017 national surveys of full-time international faculty at Japanese universities show numerous important changes. The proportion of female academics has increased, and Japanese universities hire more international faculty in high academic positions, doing research in the hard sciences, and originating from China and Korea. Today, the vast majority of international faculty come to Japan for academic reasons, and have more positive perceptions of the Japanese academic market and their Japanese colleagues.
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By analyzing relevant findings from two national surveys which were carried out in 1992 and 2011 with dozens of similar questions, the study explores changes in Japanese academics’ major teaching and research activities and their views of... more
By analyzing relevant findings from two national surveys which were carried out in 1992 and 2011 with dozens of similar questions, the study explores changes in Japanese academics’ major teaching and research activities and their views of these activities from 1992 to 2011. The study begins with a brief introduction to context and main policies and strategies addressing these changes, and then it discusses major changes in academics’ teaching and research activities and their perceptions of these activities at both institutional and individual levels. The study concludes by arguing the impacts from both contextual factors and government policies and strategies on their activities and perceptions of teaching and research over the time and further implications for research and policy.
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This study attempts to identify the major characteristics of two different groups of institutional leaders in China's leading universities. The study begins with a review of relevant literature and theory. Then, there is a brief... more
This study attempts to identify the major characteristics of two different groups of institutional leaders in China's leading universities. The study begins with a review of relevant literature and theory. Then, there is a brief introduction to the selection of party secretaries, deputy secretaries, presidents and vice presidents in leading universities. Thirdly, the study uses data analysis to discuss key aspects of the personal attributes and career patterns of institutional leaders in the 211 Project universities, 985 Project universities, and non-985 Project leading universities. The study demonstrated that ‘elite dualism’ theory can be successfully applied to the analysis of and discussion of the personal attributes of institutional leaders in China's leading universities. The study indicates that central authorities take great account of educational credentials and professional expertise, as well as political loyalty, when they recruit and appoint both party leaders and administrative leaders in Chinese leading universities. In the 985 universities, the emphasis on academic and professional background, for both party and administrative leaders, is particularly evident and considerable. However, it seems that different criteria are utilized in selecting and appointing party leaders and administrative leaders, derived from differences in their roles and responsibilities.
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This article is based on the data from two surveys of the academic profession in Brazil, one carried out in 1992, as part of the Carnegie Foundation comparative survey, and the other in 2007, within the CAP project. Between 1992 and 2007,... more
This article is based on the data from two surveys of the academic profession in Brazil, one carried out in 1992, as part of the Carnegie Foundation comparative survey, and the other in 2007, within the CAP project. Between 1992 and 2007, Brazilian higher education expanded very rapidly. The number of students tripled, the number of academics more than doubled, and the number of those with masters' or doctoral degrees increased fourfold. During these years, the population increased by 22.4%, reaching about 185 million in ...
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Purpose: The purpose of this study is to identify the key aspects of the demographic characteristics and motivations of Chinese faculty at Japanese universities. Design/Approach/Methods: Main methods include an analysis of relevant data... more
Purpose: The purpose of this study is to identify the key aspects of the demographic characteristics and motivations of Chinese faculty at Japanese universities. Design/Approach/Methods: Main methods include an analysis of relevant data from a national survey of full-time international faculty in Japan in 2017 and results from semi-structured interviews with several full-time Chinese faculty hired in different Japanese universities. Findings: This study suggests that, compared to the average level of international faculty, there are larger numbers of female Chinese faculty, greater numbers of Chinese professors, Chinese doctoral degree holders, Chinese faculty in engineering, and larger numbers of them being engaged in research rather than teaching. Further, this study argues that the most important reasons for Chinese faculty to work in Japanese universities are academic or professional reasons, followed by their fondness for Japanese life and culture and their agreement with bette...
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A mid-term project report on international faculty members' recruitment in the international and comparative perspectives
In this seminar, papers will employ larger-scale data to recognise and outline the broad trends of education (im)mobilities within and beyond China. We will focus on interrogating how, if at all, social inequalities are reduced or... more
In this seminar, papers will employ larger-scale data to recognise and outline the broad trends of education (im)mobilities within and beyond China. We will focus on interrogating how, if at all, social inequalities are reduced or reproduced through various forms of education (im)mobilities. We will question whether by focusing on (im)mobilities, we are valorising certain forms of educational trajectories over other less prominent forms. Methodologically, we will address the difficulties with getting hold of high quality large-scale data with Chinese contexts. By the end of this seminar we will have a more critical understanding regarding the merits and pitfalls of the grand narratives of educational (im)mobilities within the Chinese contexts.