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Mitigation of Regional Disparities in Quality Education for Maintaining Sustainable Development at Local Study Centres: Diagnosis and Remedies for Open Universities in China

Author

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  • Wen Tang

    (School of Education, Central China Normal University, Wuhan 430079, China
    School of Open Learning, Jiangsu Open University, Nanjing 210036, China)

  • Xiangyang Zhang

    (School of Open Learning, Jiangsu Open University, Nanjing 210036, China
    Research Institute for Open Education, Suqian University, Suqian 223800, China)

  • Youyi Tian

    (School of Education, Central China Normal University, Wuhan 430079, China)

Abstract

Regional disparities in quality education remain a sensitive issue in developing and developed countries and also in basic and higher education. The issue for the moment is especially crucial for open educational institutions regarding the stability of the open education ecosystem and the capacity for sustainable development. Our research focuses on the aspect of the quality of teaching and learning and its enhancement. In the study, we systematically explored the regional disparities of teaching and learning quality in local study centres with samples of 72 from Jiangsu Open University (JOU), China. With statistical toolkits and a typological research paradigm, we have identified the ranking of the local study centres according to holistic performance. By the clustering methods, we categorised the local study centres as belonging to four types: potentially contradictory, urgently to be reformed, less cost-effective, and normatively autonomous in terms of their basic attributes, learners’ support services, and teaching commitment. The research findings proved that the region where the study centres are located did have impacts on the quality of teaching and learning, and the scalability of student enrolment. The authors conclude and suggest that mitigation of the regional disparities in quality education will facilitate the optimisation of the local study centres in the regional education ecosystem and maintain sustainable development.

Suggested Citation

  • Wen Tang & Xiangyang Zhang & Youyi Tian, 2022. "Mitigation of Regional Disparities in Quality Education for Maintaining Sustainable Development at Local Study Centres: Diagnosis and Remedies for Open Universities in China," Sustainability, MDPI, vol. 14(22), pages 1-20, November.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:22:p:14834-:d:968700
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    References listed on IDEAS

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    2. Lim, Youngshin & Park, Hyunjoon, 2022. "Who have fallen behind? The educational reform toward differentiated learning opportunities and growing educational inequality in South Korea," International Journal of Educational Development, Elsevier, vol. 92(C).
    3. Zelai XU & Mary-Françoise RENARD & Nong ZHU, 2007. "Migration, urban population growth and regional disparity in China," Working Papers 200730, CERDI.
    4. Christian Lessmann, 2012. "Regional inequality and decentralization: an empirical analysis," Environment and Planning A, Pion Ltd, London, vol. 44(6), pages 1363-1388, June.
    5. Xiangling Zhang & Ahmed Tlili & Ronghuai Huang & Tingwen Chang & Daniel Burgos & Junfeng Yang & Jiacai Zhang, 2020. "A Case Study of Applying Open Educational Practices in Higher Education during COVID-19: Impacts on Learning Motivation and Perceptions," Sustainability, MDPI, vol. 12(21), pages 1-12, November.
    6. Anwar Shah & Qinghua Zhang & Heng-fu Zou, 2005. "Regional Disparities of Educational Attainment in China," CEMA Working Papers 192, China Economics and Management Academy, Central University of Finance and Economics.
    7. Mert Bilgin, 2012. "The PEARL Model of Sustainable Development," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 107(1), pages 19-35, May.
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    Cited by:

    1. Wen Tang & Xiangyang Zhang & Youyi Tian, 2023. "Investigating Lifelong Learners’ Continuing Learning Intention Moderated by Affective Support in Online Learning," Sustainability, MDPI, vol. 15(3), pages 1-18, January.

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