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Knowledge-Based Epistemological Dimension of Higher Education with Chinese Characteristics: Faculty Development, Academic Innovation, and Leadership

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Conceptualizing and Contextualizing Higher Education with Chinese Characteristics

Part of the book series: Perspectives on Rethinking and Reforming Education ((PRRE))

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Abstract

The construction of faculty profession in China is the key prerequisite for training high-quality innovative faculty and paying attention to the development of faculty. The development of faculty in China is particularly concerned with the construction of university faculty ethics. Chinese government has always attached great importance to the construction of faculty’s ethics in colleges and universities. Since the 19th National Congress of CPC, Chinese government has put the importance of faculty development in a prominent position. Chinese government focuses on the construction of faculty’s morality and faculty’s ethics in higher education system with Chinese characteristics. In recent years, China has successively carried out a series of practical regulations and carried out a couple of activities, such as faculty morality construction, to continue to deepen faculty’s ideological and political idea and belief.

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  1. China Institute of Education and Social Development, Beijing Normal University, Beijing, China

    Jian Li

  2. Faculty of Education, Beijing Normal University, Beijing, China

    Xudong Zhu

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Li, J., Zhu, X. (2019). Knowledge-Based Epistemological Dimension of Higher Education with Chinese Characteristics: Faculty Development, Academic Innovation, and Leadership. In: Conceptualizing and Contextualizing Higher Education with Chinese Characteristics. Perspectives on Rethinking and Reforming Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-3474-0_8

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