Transformation of Higher Education in China: A Teaching Methods Perspective

Introduction

Scott (1998) observes “investment in [higher education] can be translated into comparative economic advantage, a belief encouraged by theories of post-industrial society, which suggest that ‘knowledge’ has become the primary resource in advance economies”. Universities are core to contributing to, and shaping, knowledge resources both at national and global levels. Beyond training a new generation of leaders, and producing well-educated members of society, universities make social contribution through commercialization of research, problem solving, provision of public space for knowledge development, exchange and application as well as scientific and engineering base for inventions in the private sector (Wu & Zhou, 2012). In recognition of the important role universities play in the knowledge economy China, like most other nations, is recognizing higher education as an important economic asset, and as a vehicle for building a significant presence in a globalized socio-economic environment. Reaching towards a globally competitive higher education system, China is steadily reforming its system of higher education. China’s reforms are capturing the interest of the West, the U.S. being no exception. Towards gaining deeper insights into the reforms taking place in Chinese Higher Education with respect to teaching methods, a systematic comparison of adult education methods in China and the U.S. was undertaken. Prior to describing the study and discussing its outcomes, it is useful to begin with a consideration of the China’s aspirations for higher education, and followed by discussion of teaching methods from the adult education perspective of pedagogy and andragogy, as is found in the work of adult education theorists such as Knowles. A brief literature review of adult education in China and the U.S. is undertaken prior to describing the study methodology, presenting results and discussing insights gained from the study.