This paper develops the argument that, in the application of AI to improve the system of governance for higher education, machine learning will be more effective in some areas than others. To make that assertion more systematic, a classificatory taxonomy of types of decisions is necessary. This paper draws upon the classification of decision processes as either symbolic or sub-symbolic. Symbolic approaches focus on whole system design and emphasise logical coherence across sub-systems, while sub-symbolic approaches emphasise localised decision making with distributed engagement, at the expense of overall coherence. AI, especially generative AI, is argued to be best suited to working at the sub-symbolic level, although there are exceptions when discriminative AI systems are designed symbolically. The paper then uses Beer’s Viable System Model to identify whether the decisions necessary for viability are best approached symbolically or sub-symbolically. The need for leadership to recognise when a sub-symbolic system is failing and requires symbolic intervention is a specific case where human intervention may be necessary to override the conclusions of an AI system. The paper presents an initial analysis of which types of AI would support which functions of governance best, and explains why ultimate control must always rest with human leaders.

Drawing on Pierre Bourdieu's conceptualization of habitus and capital, this study explores the requisite forms of capital and habitus that support undergraduates' endeavors for becoming a postgraduate student in Chinese premier universities. The analysis uncovers that preparation for Kaoyan (examination-based postgraduate admission) predominantly involves a year of intensive individual study, characterized by a reliance on objectified cultural capital with a marginal role for social capital. In contrast, Baoyan (recommendation-based postgraduate admission) emerges as a protracted three-year academic endeavor that necessitates concerted collaboration and the exchange of information among peers, drawing extensively on institutionalized cultural capital, embodied cultural capital, and social capital. The habitus of Kaoyan aspirants is defined by a synthesis of rigorous study routines, psychological endurance, and a steadfast dedication to scholarly pursuits. Conversely, Baoyan candidates exhibit a habitus that balances scholastic achievement with a charismatic and cooperative disposition, hence necessitating intellectual rigor alongside an engaged participation in extracurricular engagements.

In an evolving global knowledge economy, many countries are actively implementing policies to recruit and retain foreign students as potential global talents and valuable human resources. This article provides a comprehensive review of the evolution of foreign student employment policy in China. The study finds that foreign student employment policy covers three distinct phases: (1) preparation phase (1949–1978) in which few internships, no employment or startups were allowed; (2) construction phase (1979–2009) in which internships and work-study were allowed with complicated procedures; (3) deepening reform phase (2010 to the present) in which qualified foreign students can take part-time jobs, startup business and even immigrate after graduation. The rationales, guidelines and objectives in each policy phase are identified by inductive document analysis using NVivo qualitative software. Moreover, the result of inductive document analysis is converted into the Multiple Streams Framework (MSF) for further analysis. The MSF analysis shows that domestic demands and overseas competition for global talents in the problem stream, together with advocates in policy community inspired by the Party’s ideology of talent development eventually opens a decision window from the political stream. Lastly, this article proposes a modified MSF to better explain agenda setting and policymaking processes in non-Western contexts like China, and calls for more contributions in the MSF-related research.

Global knowledge production in China's social sciences has witnessed rapid development, yet its long-term positional evolution remains underexplored. Drawing on data from the InCites database spanning 1981 to 2024, this study offers a comprehensive analysis of the historical trajectory and key milestones in China's global standing in social science knowledge production. Employing a "structure - practice - imagination" analytical framework, the paper investigates the multi-layered interactions underpinning these transformations. Findings reveal that over the past 45 years, China's social sciences have experienced significant growth in research output, rising global impact, and increasingly differentiated patterns of international collaboration. The years 2004, 2011, 2013, 2017, and 2020 emerge as critical turning points. These shifts are primarily driven by the dynamic interactions among the state, higher education institutions (HEIs), and academics within China's higher education system. This process operates through a "top-down imaginary projection" mechanism: the state outlines the developmental direction of social science knowledge through policy directives; HEIs translate these directives into institutional strategies; and academics, responding to both external evaluation pressures and internalized state discourse, increasingly engage in international publishing. This process reflects the distinctive institutional logic and cultural context of China's academic system.

随着新一代数字技术在教育领域中的规模化应用,管理者的管、教师的教和学生的学都面临全新挑战与重塑,教育数字化转型迎来了宝贵的机遇."教育数字化转型"是使用数字技术(Digital Technology)和数字战略(Digital Strategy)重构教育领域的组织业务和运营流程,从而促成新的组织运行能力和治理能力,提高教育领域运营绩效的一种数字化过程.

Since the beginning of the 21st century, international branch campuses have experienced significant growth worldwide, and most of them are established in the Global South by the Global North, reproducing Western hegemony through education. In this context, we conducted a comparative study to analyse the convergence and divergence of the neocolonial practices at Shanghai Vancouver Film School and Algonquin College-Kuwait, two international branch campuses established by Canadian post-secondary institutions. The results demonstrate the two Canadian international branch campuses modernise and internationalise the post-secondary education system in their importing countries by resisting neocolonial harm and localising global standards. When mimicking their home institutions' curriculum, they both exercise agency, albeit to different degrees, by resisting Western liberal ideologies and teaching contents irrelevant to the local context, attempting to create a third space for students to engage with multiple perspectives and knowledge systems.

Research universities are the logical starting point and core driving force of regional collaborative innovation. North Carolina in the United States has made full use of the positive roles of Duke University, North Carolina State University and the University of North Carolina at Chapel Hill in innovation cooperation, and successfully transformed from a traditional agricultural economy to a high-tech industry-intensive knowledge economy. Based on the theoretical model of quintuple helix, explorations on the operation mechanism of the three research universities leading regional collaborative innovation can be found as follows. In the internal interaction of the higher education system, the research universities inject impetus into the structural transformation and functional upgrading of knowledge production by innovating talents training, enhancing scientific research, upgrading organization management and establishing cooperative relationships. In the interaction with external systems, research universities cooperate with enterprises and government, jointly forming an open-border, efficient and healthy innovation network. The specific measures include: First, the universities are close in line with the talent needs and technical needs of enterprises, establishing a school-enterprise cooperation platform with resource sharing and complementary advantages. Second, the universities develop environmental-friendly new technologies, promote green campus construction and ecological governance, and emphasize on low-carbon economic development. Third, the universities encourage practice-oriented scientific research and teaching, guide the public to participate in public affairs decision-making, and create an inclusive cultural atmosphere conducive to learning, research and creation. Fourth, drawing a blueprint for the development of the school guided by the significant needs of regional strategic innovation, the universities give full play to the function of think tank, and provide intellectual support for the innovative decision-making of government departments. Under the leadership of research universities, North Carolina has achieved a paradigm shift in regional collaborative innovation, which can be illustrated as a transition from closed to open, linear to reiterative, individual-based to cross-border, and technology-orientated to value-oriented. In the process of promoting regional collaborative innovation, Chinese research universities are facing problems such as motivation shortage, uncoordinated communication, insufficient attention to social culture and natural environment. It is necessary to absorb international successful experience, explore appropriate collaborative innovation models in local context, and promote research universities to become the key factor in leading regional and national innovative development.

当前全球共同面临着教育可持续发展目标难以达成、疫情蔓延背景下教育系统更加不平等、地缘政治冲突引发教育更大危机以及教育经费投入不足等多重危机.这场空前危机比以往任何时候都更加需要国际社会共同参与、多边体系一致且协调共进的全球应对.为此,联合国于2022年9月16—19日在美国纽约召开了教育变革峰会,倡议在日益加剧的全球性危机下将教育置于全球政治议程的中心,推动实现2030年教育可持续发展目标.联合国描绘了教育面向2030的愿景使命,并倡导促使教师成为全球教育变革的推动者,提升所有学习者应对未来变革的能力,加强公共数字学习平台和能力建设,创建国家和国际层面教育融资机制,以及加强全球数据统计与目标监测能力.联合国描绘的愿景和变革路径能够为我国在全球危机下变革教育系统以及参与全球教育治理提供有价值的参考.

This article addresses the policy intents regarding inclusive education in the Chinese basic education sector, prestigious school principals' and teachers' understanding of inclusion, and their current enactment of inclusion in delivering education. Through document analysis and semi-structured interviews, we find that inclusion in China can be understood in two broad categories. One concerns even development and equal access to educational opportunities between regions of different economic development, while the other concerns equal rights and educational opportunities between students with special educational needs and students in regular classrooms. In terms of enactment, the teachers and principals at the prestigious schools sampled focus on different issues to those highlighted in policy documents. Inclusion is often discussed in relation to competition, quality, and outcomes in the schools, rather than access to education and the learning process. When it comes to inclusion criteria, prestigious schools substantively exert their influence to exclude certain students, due to their self-image of excellence. However, based on the ideology of human capital theory, excellence and equity are not seen as incompatible goals in the Chinese educational system.

随着新一轮科技革命和产业变革的加速推进以及人工智能技术的迅猛发展,世界各国纷纷将数字化转型视为教育改革的重要趋势和当下关切.ChatGPT作为生成式人工智能技术的代表,对于推动高等教育数字化转型具有重要价值,如为高等教育教学创设新场景、促进科研知识生产的变革、推动高校数字环境的建设.在ChatGPT浪潮的推动下,高等教育数字化转型的路径主要包括:构建高等教育数字化转型的相关指标测评框架、树立高等教育数字化转型的理念共识、强化高等学校师生的数字素养、打造高等教育数字化转型的生态系统.

二战后,美国联邦政府的国际学生教育政策在美国例外论、多元文化主义和实用主义价值观影响下,呈现出注重文化输出与国防安全、倡导技术移民、坚持国家利益至上的价值取向.后"9·11"时代,美国又确立了将国际学生教育作为保护国家安全和知识产权的重要屏障、吸纳海外科技创新人才的主要手段和提高经济效益的关键途径的政策理念.美国经验表明,国际学生教育政策可以与国家安全、经济贸易、文化外交、全球竞争力等多方面利益相融合,有效支撑国家发展战略.在全球学生流动受阻与大国博弈的背景下,美国的国际学生教育政策也暴露出深受外部环境牵制、吸引高科技人才政策缺乏稳定性、难以抵御高等教育财政风险的弊端.

以ChatGPT为代表的新一代人工智能工具不仅具有重塑教育生态的强大潜力,更对现有的教育科研生态带来巨大冲击.ChatGPT能够在工具层面提升研究者的科研效率与质量,在思维层面提供新的教育研究认知路线,在范式层面拓宽教育科学研究叙事尺度,但也面临难以达到科研规范标准,引发学术伦理道德问题,造成研究价值立场混淆以及带来教育数据安全风险等挑战.要将ChatGPT对教育科研生态的冲击转化为契机,政府部门应牵头完善人工智能制度规范,加快ChatGPT的数据安全治理与自主技术研发;学术机构应严格进行科研监督审查,培育透明使用ChatGPT的制度氛围与文化氛围;教育研究者应不断提高自身能力素养,确保自身的主体性、批判能力以及创新能力不被ChatGPT等技术工具所消解.

党的二十大提出,2035年要建成教育强国.我国教育强国建设既根植于强国复兴的历史情境,又具有面向世界的深刻含义.从国际比较的视野来看,世界教育强国在推动教育改革发展的过程中形成了各具特色的政策话语体系及战略行动框架,其主要经验包括:优化教育资源供给,促进有质量的教育公平;加强教师队伍建设,打造高水平人才高地;推动世界一流大学建设,提升科技创新能力;深化产科教融合,支撑社会经济高效发展;推进教育数字化转型,提升教育智能化水平;加快教育全球化布局,增强教育国际竞争力.

The ratio of general education to vocational education in upper secondary schools is a hot,long-standing educational topic of common concern. A survey of the global ratio and the logic of its influencing factors based on international comparisons helps to inspire local practice. The global proportion of upper secondary vocational education students is approximately 22%,and the gap between regions or countries regarding this proportion is gradually reduced.The similar and varied proportions in different countries reflect the logic of the influencing factors. The economic and cultural factors create a macro framework affecting the proportion,and the two kinds of factors are interdependent;the designing of relevant systems can help to alleviate the contradiction between the limitations imposed on the proportion by the cultural factors,and the demand of the economic factors for the proportion;the resource-related factors ensure the proportion,which is jointly determined by economic,cultural,and institutional factors. In view of this,China’s different areas can,based on a survey of the demands for local economic structures and the demands of the common people,establish an appropriate ratio of general education to vocational education in upper secondary schools,and promote the practice of the ratio with the support of the institutional design and the guaranty of resources.

美国高校终身教职后评估是终身教职制度改革的重要举措,是美国高等教育面对新公共管理运动与高等教育问责制的双重压力所做出的现实选择,为美国高校的卓越发展提供了有效助力.基于对美国9所一流研究型大学终身教职后评估制度的探析发现:其文本内容可概括为评估目的、主体、内容、方法、结果应用以及客体保障六个方面,呈现出政府、管理与学术三种制度逻辑相互交织的复杂图景.系统研究美国高校终身教职后评估制度的实施路径及其蕴含的逻辑可以为我国高校教师聘任制改革中聘后考核管理机制的完善提供一定的经验借鉴.

都市大学是一种出现于20世纪90年代的新型大学类型,因其地理位置和独特的社会服务职能而区别于其他大学.自1990年《都市大学宣言》发布以来,都市大学先后经历了模式的初步探索、所处环境的迷茫应对、面向社区的合作发展等阶段.目前,都市大学将其定位为都市区社会发展的服务者和问题解决者,并形成了围绕"社区服务"的职能活动模式,包括培养都市区不同学生群体并提升其服务能力、基于现实问题开展跨学科合作研究、面向都市区传递知识成果与发挥经济价值.都市大学的理念与实践因其对都市区的贡献而获得了愈加广泛的影响力,然而,都市大学也面临着使命理想化、与都市区缺乏共同利益基础、参与社区合作的路径艰难等问题与挑战,这或将动摇都市大学作为一种大学类型的合法性.

我国高度重视数字技术与教学的深度融合,近年来持续推动数字技术赋能高校教学,在课程建设、教学模式、教学评价三个层面都已取得显著成果.但数字技术给高校教学带来的不仅仅是机遇,还面临着对数字技术的盲目崇拜、个性化学习与自主学习的博弈、在线教学评价体系有待完善、数字道德与伦理风险滋生等现实挑战.只有正视这些问题的存在,才能加速我国高等教育数字化进程,促进高校教学的数字化转型.为进一步推动我国数字技术赋能高校教学,高等教育领域内应回归"以课程为中心"的数字化课程核心理念、加强教师数字教学的能力建设、运用外部因素规范学生学习行为、建立能够发挥实质作用的在线教学评价机制、营造绿色数字化教学氛围.

跨学科人才培养机制是保障跨学科人才培养顺利实施、顺畅运行、不断发展的机构与制度的统一体,也是保障跨学科人才培养理念落地、模式实行的支撑性条件.借鉴机制一词的本来含义和管理机制的划分,跨学科人才培养机制亦可划分为动力机制、运行机制与约束机制.总体而言,当前我国高校跨学科人才培养机制存在多元主体需求传导不到位、组织协调与资源共享不力、质量管控部门与制度不健全等问题.为此,应从三方面予以优化:提升理念自觉与政策压力,强化跨学科人才培养需求传导;建立健全组织协调与资源共享机制,促进跨学科人才培养实践运行;完善质量管理体制,保障跨学科人才培养实践高质量发展.

The international trends of Joint, Double and Consecutive Degree programs emerge as the strategic choice in university planning, the preference for double degree rather than joint degree, the variation of academic levels in different countries or regions and the challenges. The practice of Joint, Double and Consecutive Degree programs in China is characterized with the double degree programs as the main cooperation type, the mutual recognition of credit as the main cooperation base, the double campuses as the main cooperation mode and the bring-in as the main cooperation direction, and is faced with the predicament of “export”, system and policy. We should take the routes as developing academic discourse system on the programs with Chinese style, building the law and regulations system, developing joint and double degree programs in China or abroad in new industrial disciplines and other predominant disciplines, signing much more mutual recognition agreements on degree and diploma, and setting up the quality assurance system of Joint, Double and Consecutive Degree programs among the Belt and Road Initiative countries.