洪敏，湖北漢川人，本科就讀于武漢大學(xué)政治學(xué)與行政學(xué)專業(yè)，輔修經(jīng)濟(jì)學(xué)雙學(xué)位；碩士就讀于復(fù)旦大學(xué)高教所，開(kāi)始以高等教育作為專業(yè)方向；碩士畢業(yè)后獲得澳大利亞政府獎(jiǎng)學(xué)金赴昆士蘭大學(xué)攻讀博士學(xué)位，開(kāi)始以高等教育國(guó)際化為主要研究方向，師從國(guó)際著名教育政策學(xué)者Bob Lingard教授和Ian Hardy副教授，畢業(yè)后回國(guó)就職于華中科技大學(xué)教育科學(xué)研究院，從事教學(xué)和科研工作。目前有多篇研究成果發(fā)表在Higher Education，Studies in Higher Education，Higher Education Research & Development等SSCI國(guó)際期刊及CSSCI期刊上。
圖書目錄
contents
Chapter 1: Introduction001 1.1Introduction001 1.2Historical Background of the Research003 1.2.1IHE: A Global View005 1.2.2Australian IHE: A Historical Overview006 1.2.3Chinese IHE: Changes through time009 1.2.4IHE: A Comparative Perspective011 1.3Scope of This Book013 1.3.1Selection of China and Australia to Research013 1.3.2Selection of Study Period014 1.4Research Aims016 1.5Structure of the Book017
Chapter 2: Literature Review, Theoretical Framework and Methodology018 2.1Literature Review018 2.1.1Globalization and IHE Policy018 2.1.2IHE Policy in China022 2.1.3IHE Policy in Australia023 2.1.4Comparative Study of the IHE Policy025 2.2Theoretical Framework026 2.2.1Educational Policy Convergence and Divergence027 2.2.2Path Dependence032 2.2.3Soft Power035 2.3Research Methodology and Methods036 2.3.1Inductive and Deductive Approaches in Document Analysis036 2.3.2Comparative Study039 2.3.3Selection of Policies042 2.3.4Analytical Framework and Methods Designed for this Study044 2.4Summary044
ContentsChapter 3: Macro-Lens of IHE: National Rationale, Objectives and Strategic Priorities in China and Australia046 3.1Introduction046 3.2A Brief History of IHE in China and Australia049 3.2.1China’s IHE049 3.2.2Overview of Australian HE under Globalization052 3.3Overarching Meta-Policies in China055 3.4Overarching Meta-Policies in Australia060 3.4.1Bradley Review: The Review of Australian Higher Education（2008）060 3.4.2Chaney Report: Australia-Educating Globally（2013-2018） 064 3.4.3A Smarter Australia: An Agenda for HE（2013-2016）065 3.4.4National Strategy for International Education（2015-2025）068 3.4.5Australian International Education 2025（2016-2025）069 3.4.6Summary070 3.5Comparison on Macro-Lens of Internationalization073 3.5.1Overview of the two nations’ overarching metapolicies073 3.5.2Rationale, objectives and strategic priorities074 3.6Discussion and Conclusion079
Chapter 4: Meso-Lens of IHE: Collaboration and Competition between Universities in China and Australia081 4.1Introduction081 4.2The Theory of Cooperation and Competition081 4.3Institution-Focused Policies in China083 4.3.1Chinese-Foreign Cooperation in Running Schools083 4.3.2Construction of WCUs088 4.3.3Confucius Institute Project093 4.3.4Summary of Analysis of Institutionfocused Policies095 4.4Institution-Focused Policies in Australia096 4.4.1Transnational HE096 4.4.2Competitiveness of Australian Universities098 4.4.3Summary of Analysis of Institution-Focused Policies100 4.5Comparison on Mese-Lens of Internationalization101 4.5.1Collaboration in “Running” Universities101 4.5.2Competitiveness and the Construction of WCUs107 4.5.3The Confucius Institute Project113 4.5.4Summary of InstitutionFocused Policies114 4.6Discussion and Conclusion115
Chapter 5: Micro-Lens of IHE: Inflow and Outflow Mobility of People in China and Australia117 5.1Introduction117 5.2Brain Drain, Brain Gain and Brain Circulation under Globalization and IHE119 5.3People Focused-Policies in China121 5.3.1Inflow people in IHE: Study in China121 5.3.2Outflow People in IHE: Chinese Studying Abroad123 5.3.3Outflow People in IHE: Global Talents Recruitment126 5.3.4Summary of People-focused Policies of China’s IHE130 5.4People-Focused Policies in Australia130 5.4.1Inflow People in IHE: Study in Australia130 5.4.2Inflow People in IHE: Student Visas and Migration Policy136 5.4.3Outflow People in IHE: Australians Learning Abroad140 5.4.4Summary of People-Focused Policies of Australian IHE144 5.5Comparison on Micro-Lens of internationalization145 5.5.1Inflow-Foreign / International Students’ Policy145 5.5.2Inflow-Global Talents Recruitment Policy150 5.5.3Outflow-Learning Abroad155 5.6Discussion and Conclusion157
Chapter 6: Internationalizing HE with National Characteristics163 6.1Introduction163 6.2Policies of IHE in China and Australia, 20082020: Policy Convergence and Divergence165 6.3Similar Global Trends but Different Responses: Internationalizing HE with National Characteristics168 6.3.1Similar Global Trends of This Period（20082020）168 6.3.2Different Responses by Nations: China and Australia172
Chapter 7: Conclusion176 7.1Concluding Remarking176 7.2Contribution of This Study180 7.3Limitations of the Study181 7.4Future Research182
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