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Exploring University Teacher Construction for Higher Education Sustainability in China: Perspective from Policy Instruments

Author

Listed:
  • Guang Ma

    (School of Humanities and Law, Northeastern University, Shenyang 110169, China)

  • Wanbing Shi

    (Special Education Research Institute, Nanjing Normal University of Special Education, Nanjing 210038, China)

  • Peng Hou

    (College of Life Science and Bioengineering, Shenyang University, Shenyang 110044, China)

Abstract

Teacher construction is a long-standing focus of global teacher governance. The construction of a highly qualified and professional higher education teaching force is a source of impetus for the sustainable development of higher education. In-depth systematic analysis of representative macro policies for Chinese university teachers is currently limited. Thus, this study employs the perspective of policy instruments and establishes a two-dimensional analytical framework to examine a key Chinese official teacher policy document to reveal the Chinese government’s policy intentions and instrument use preferences for current higher education teacher development. The aim is to explore the improvement of policy instruments for higher education teacher construction to promote sustainable development in China’s higher education institutions and to contribute Chinese experience to global teacher governance. The results indicate that the ratio of policy instrument use has structural disparities and insufficient appropriateness to the elements of the teacher management process. Environment-oriented policy instruments have been a critical thrust of the current Chinese government’s reform of university teacher development. It is recommended to pay attention to the systemic character of teacher growth and the optimal coordination of content elements and policy instruments to form a governance synergy for the high-quality and sustainable development of higher education.

Suggested Citation

  • Guang Ma & Wanbing Shi & Peng Hou, 2022. "Exploring University Teacher Construction for Higher Education Sustainability in China: Perspective from Policy Instruments," Sustainability, MDPI, vol. 15(1), pages 1-14, December.
    • Handle: RePEc:gam:jsusta:v:15:y:2022:i:1:p:362-:d:1015540
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    References listed on IDEAS

    as
    1. Jian Li & Eryong Xue, 2022. "Exploring High-Quality Institutional Internationalization for Higher Education Sustainability in China: Evidence from Stakeholders," Sustainability, MDPI, vol. 14(13), pages 1-15, June.
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