This edited volume offers a comprehensive reference point to an interdisciplinary and trans-boundary analysis of the sustainability of Asian tertiary education systems. The four sections of the volume –Collaborations, Transformations, Global-Local Tensions, and Future Developments―reflect the current conditions, ongoing changes, and new directions of the universities’ transformative contribution to the 2030 UN Agenda and its Sustainable Development Goals (SDGs). The chapters in this volume draw on inquiries and experiences from 12 research projects conducted in Asia, featuring cases from South Korea, Kazakhstan, Russia, and China, and include regions such as the Hong Kong Special Administrative Region of China, Ural-Siberian, and the Far Eastern regions of Russia. The collection of the studies presented in this volume offers a general framework for sustainable tertiary education that, with some adaptations, could be applied to other tertiary education systems in the world. The present volume, Sustainable Tertiary Education in Asia: Policies, Practices, and Developments, contributes to the research arena of Higher Education Sustainability by fostering a cross-cultural dialog among sustainability stakeholders of tertiary education in Asia and beyond.
Author(s): Tamara Savelyeva, Gao Fang
Publisher: Springer
Year: 2022
Language: English
Pages: 238
City: Singapore
Foreword
Contents
Editors and Contributors
1 An Introduction to the Sustainability of Tertiary Education in Asia: Collaborations, Transformations, Global–Local Tensions, and Future Developments
Organization
References
Part I Collaborations
2 Sustainable Tertiary Educational Collaboration: Korea’s Shared Experiences and the Challenges
Introduction
Current Situation in Korea
Korea’s ODA at a Glance
Korea’s Main ODA Agencies: EDCF and KOICA
Tertiary Educational Collaboration Between Asia and Korea
The Educational ODA of KOICA and EDCF
Ministry of Education
The Argument and Critical Discussions of Korean Educational ODA: Focusing on the Result of Integration Evaluation
Case Study on Partnership
Conclusion
Sustainable Development Goals (SDGs) and Education
New Cooperation Approach: Network Partnership Model
References
3 Nurturing a Good Neighbour: A Review of Sino-Kazakhstani Higher Education Cooperation
Introduction and Conceptual Framework
Sino-Kazakhstan Higher Education Cooperation: An Overview
Case Studies of Sino-Kazakhstan Higher Education Cooperation
University of Shanghai Cooperation Organization
Confucius Institute
Student Mobility
Xinjiang as the “Quiet Achiever”
Conclusion
References
4 Delivering Programs on Education for Sustainable Development (ESD) and UN Sustainable Development Goals (SDGs) in Mainland China and the Hong Kong Special Administrative Region: An Assessment of the Hong Kong Institute of Education for Sustainable Development
Introduction—The Hong Kong Institute of Education for Sustainable Development (HIESD)
Achieving Education for Sustainable Development and UN Sustainable Development Goals
Qualitative Review of HIESD and Its Programs
Data Collection
Data Analysis
Institutional Review Findings
Program Review
Relevancy of HIESD Programs to Thirteenth Five-Year Plan (13.5), Decade of Education for Sustainable Development (DESD), and UN Sustainable Development Goals (SDGs)
US Certified Management Accountants (CMA) and Australian Certified Management Accountants (CMA)
Certified Management Consultants (CMC)
ESD Learning Program for Schools
Peace and Sustainable Development
Smart Health School
Discussion and Conclusion
Institutional Enhancement and Partnership
Generating Synergy in China
Innovation and Change
Operational Model for Educational Provisioning
Continuing Professional Development and Infusion of Sustainability into the Humanities and Social Sciences
References
Part II Transformations
5 Laozi for Higher Education on Sustainability: Its Principles, Logic, and Holistic Relevance
Introduction
The Logoist Perspective and Its Distinction from “Daoism”
The Textual Version to Use
The Logoist Perspective on Sustainability
The Supremacy of Nature
The Limits of Human Knowledge
Beware of Vanity and Focus on Simplicity
Appreciate Diversity in Nature
Beware of Policy and Leader Qualities
Aims Regarding Lifestyle
Aims Regarding Education
Social Aims
Pedagogical Reminders
Discussion: The Logicality of the Logoist Perspective
Hong Kong as a Pedagogical Case
In Secondary Curricula
In Tertiary Curricula in Hong Kong (and Elsewhere)
The Way Forward in Higher Education
Conclusion
References
6 Elite to Mass to Universal: The Historical Development, Internationalization and Sustainability of Tertiary Education in Hong Kong
Introduction
Globalization and Massification
Elite Tertiary Education in the 1980s
Mass Tertiary Education in the 1990s
Universal Tertiary Education in the New Century
Current Situation of Tertiary Education in Hong Kong
Internationalization in Hong Kong Tertiary Education
Hong Kong as an Education Hub
Conclusion and Sustainable Development
References
7 Liberal Studies Reform and Sustainability Consciousness in Hong Kong Tertiary Education
Introduction
Evolving Sustainability Education with Liberal Studies
Goals, Expectations, and Implementation Efforts
Liberal Studies’ Impact on Life: An Empirical Study on Students’ Sustainability Consciousness
Research Design
Research Findings
Sustainability Consciousness with a Nil Participation
Final Remarks and Conclusion
References
Part III Global—Local Tensions
8 The Empowering Potential of Higher Education for Underprivileged Ethnic Minorities’ Sustainable Development in Hong Kong: Educational Policies for Access and Equity
Introduction
Literature Review
Findings
Cultural/Linguistic Capital-Relevant Policy Initiatives
Economic Capital-Relevant Policy Initiatives
Social Capital-Relevant Policy Initiatives
Discussion and Conclusion
References
9 Transforming Tertiary Education Environments for Sustainable Development of the Sakhalin Region in Russia
Introduction: The Sociocultural Background of Russian Multiculturalism
National Multicultural Policy
Integration Problems in a Multicultural Society
The Objective and Purpose of This Study
Cultural Diversity in Higher Education
Research Methodology
Ethnic Diaspora Students’ Population (Sakhalin Koreans)
Migrant Students’ Population
Indigenous Students’ Population
University Responses
Discussion
Appendix
References
10 Institutional Brand Construct and University Sustainability
Introduction
Research Aims and Methodology
Findings
Definition of Brand
University Image
Unique Identity
Brand Loyalty
Reputation
Core Values Boosted by Administrative Leaders
Approaches to Facilitate Core Values Shared in Brand Building
Discussion and Conclusion: Institutional Brand Construct and University Sustainability
References
Part IV Future Developments
11 Vocational cum Pedagogical Tertiary Education and Sustainable Development in Russia
Introduction
Vocational-Pedagogical Education in Russia
Methodology
A Case of Tertiary VPE: Russian State Vocational-Pedagogical University
Results and Discussion
Factor One: Network Cooperation
Factor Two: Diversity of Interacting Agents
Factor Three: Shared Resources
Factor Four: Educational Logistics
Conclusion
References
12 Creating a Sustainable College Performance Evaluation in China
Introduction
Positioning Theory
Policy Framing: Reforms in Chinese Higher Education
Policy Explaining: College Performance Evaluation
Policy Forming: The Study
The Email Debate
Interviews with Staff
Reaction of College Leaders
Discussion
Conclusion
References
13 Formative Assessment for Lifelong Learning, Effective Teaching, and Sustainable Development in Russia
Introduction
The General Background of ESD in Russia
The Significance of Assessment System Reform in Higher Education
The Case of National Research Tomsk Polytechnic University (TPU)
The Case of National Research Tomsk State University (TSU)
Conclusion
References
14 Conclusion—Towards a General Framework of Sustainable Tertiary Education
References
Index
