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Conference Paper: Why to compare reform strategies in the Higher Education Systems of Russia and China?
| Title | Why to compare reform strategies in the Higher Education Systems of Russia and China? |
|---|---|
| Authors | |
| Issue Date | 2013 |
| Publisher | All Academic, Inc.. |
| Citation | The 57th Annual Conference of the Comparative and International Education Society (CIES), New Orleans, LA., 10-15 March 2013, p. 1-12 How to Cite? |
| Abstract | Why to Compare Reform Strategies in the Higher Education Systems of Russia and China?
This paper aims at exploring the transformations strategies of higher education systems in Russia and China between 1991 and 2011. Under the Soviet model that separated academic research and teaching, each of those countries had implemented most of its research through their Academies of Sciences (see Yang 2000; Wilson & Makusova 2004). In 1996 and 1998 respectively, China’s “accelerationist” government (Mok 2005) launched two massive funding projects, known as 211 and 985, which were intended to facilitate a rapid departure from the old model. A select group of contenders for “world class university” status emerged, and later stimula... |
| Persistent Identifier | http://hdl.handle.net/10722/187690 |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Oleksiyenko, A | en_US |
| dc.date.accessioned | 2013-08-21T07:09:15Z | - |
| dc.date.available | 2013-08-21T07:09:15Z | - |
| dc.date.issued | 2013 | en_US |
| dc.identifier.citation | The 57th Annual Conference of the Comparative and International Education Society (CIES), New Orleans, LA., 10-15 March 2013, p. 1-12 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10722/187690 | - |
| dc.description.abstract | Why to Compare Reform Strategies in the Higher Education Systems of Russia and China? This paper aims at exploring the transformations strategies of higher education systems in Russia and China between 1991 and 2011. Under the Soviet model that separated academic research and teaching, each of those countries had implemented most of its research through their Academies of Sciences (see Yang 2000; Wilson & Makusova 2004). In 1996 and 1998 respectively, China’s “accelerationist” government (Mok 2005) launched two massive funding projects, known as 211 and 985, which were intended to facilitate a rapid departure from the old model. A select group of contenders for “world class university” status emerged, and later stimula... | - |
| dc.language | eng | en_US |
| dc.publisher | All Academic, Inc.. | en_US |
| dc.relation.ispartof | 57th CIES Annual Meeting 2013 | en_US |
| dc.title | Why to compare reform strategies in the Higher Education Systems of Russia and China? | en_US |
| dc.type | Conference_Paper | en_US |
| dc.identifier.email | Oleksiyenko, A: paoleks@hku.hk | en_US |
| dc.identifier.authority | Oleksiyenko, A=rp00945 | en_US |
| dc.description.nature | link_to_OA_fulltext | - |
| dc.identifier.hkuros | 219414 | en_US |
| dc.identifier.spage | 1 | en_US |
| dc.identifier.epage | 12 | en_US |