The current emphasis of IISE's CHETA Project is the organization of a special issue of Frontiers of Education in China. Contributors are invited to submit articles that fit the theme “Trends in Chinese Higher Education.” This special issue provides an overview of select Chinese higher education trends prominent in the current comparative, international, and development education discourse. These trends often shape how higher education institutions (HEIs) adapt to dynamic local and global forces. Drawing from multiple contributors with a wide range of backgrounds in administration, business, and higher education organizational analysis, this special issue will focus on five leading trends—organizational element shifts, autonomy, good governance, social justice issues, and quality assurance. The guest editors would also like to have contributors illustrate how current higher education trends are constantly evolving and new ones are emerging. By understanding these trends, Chinese HEIs will be able to prepare administrators, faculty members, and students to become the next generation of leaders able to meet the world’s dynamic needs.
Conceived with a broad audience in mind, those who will benefit from this special issue include researchers, educators, higher education administrators, policy makers, and higher education specialists from China and around the world. This issue of Frontiers of Education in China seeks original research articles that provide a basis for identifying current and emerging trends in Chinese higher education. Studies that examine changing higher education financial models, internationalization influences on higher education, student diversity and employability trends, and faculty member and staffing trends at all levels are particularly welcomed. Other important contributions would also consider how these trends relate to recent government policies. All research methodologies and perspectives are welcome; however, papers that offer strong theoretical foundations as well as empirical focus will be preferred.
