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Higher educational systems: A Comparative Study between China and UK

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  1. Abstract
    1. The background of the research
    2. Motivation for the study
    3. Research questions
    4. Methodology and scope of the study
    5. Aim of the research
  2. The origin of the two systems
    1. The origin of British higher education
    2. The origin of Chinese higher education
  3. The entry of universities
    1. Entry to British universities
    2. Entry to Chinese universities
    3. Challenges of China and what can be learned
  4. Curriculum design of the two higher educational systems
    1. Curriculum design in British Higher Education
    2. How could the British model inform Chinese curriculum design?
    3. Credit accumulation and transfer system
  5. Teaching methods of Chinese and British educational systems
    1. Class types and ability development
    2. The relationship between teachers and students
    3. Assignments, exams and dissertations
    4. The layout of classroom
    5. Tutor system
    6. What can Chinese higher education learn from British universities
  6. Academic quality assurance of each system
    1. The Quality Assurance Agency and the internal institution quality assurance for higher education in the UK
    2. The advantages of Quality Assurance Agency of higher education in the UK
    3. The Quality Assurance Agency of higher education in China
    4. What could Chinese Higher Education Evaluation system learn from QAA
  7. Services provided by Chinese and British universities
    1. Library system of Chinese and British universities
    2. The utilization of internet resources of Chinese and British universities
  8. Conclusion
  9. Bibliography

Through analyzing and comparing others' research, history of Chinese and British higher educational systems, and the current situation of the two systems, we can find that there are four major parts we can learn from British higher education, including improve transparency, enhance relevant study, free movement and access to the best possible education for students and change some methods of teaching and learning activities. Some of these parts can be related to cultural differences. Changing culture needs time.

The purpose of higher education, which originated in the Middle Ages (Song Wenhong 2005), is spreading knowledge and providing trainings to important industries. Universities have become very significant institutions in creating and spreading knowledge. Universities are not only the birthplace of many basic sciences, but also play an important role in providing training for an increasing number of majors. The UK higher education originated 700 years ago. It encompasses of the complete range of things to offer like world class research universities to specialist conservatoires and colleges of art and design. The sector has attracted considerable, long-standing, world-wide respect; and a large number of UK institutions have established pre-eminent positions in their specialist fields against prominent international competitors (See National Mentoring Scheme 2005).

[...] And China is a high power distance culture, teachers need to be respect and show their higher position than students, that they usually teaching in front of the classroom Tutor system Tutor system in the UK has a very long history. From students entered into the university, university will arrange a tutor according the student's major and level. The tutor who is designated to the student will contact to him very frequently, by appointments, e-mails, telephone, etc. In this way, the tutor can give the student clear, direct, detailed and effective guidiance. [...]


[...] Credit transfer system enables students to move between courses and universities freely which can give students a choice to decide what course or university suit them best Credit accumulation and transfer systems in the UK Through accumulating credits to obtain a degree in the UK, the creation of small units of knowledge and the almost infinite number of ways in which they can be assembled encourages analysis of the scope and nature of knowledge in any discipline, its relationship to other disciplines and sub- disciplines, and the ways in which this knowledge can best be acquired and its levels of attainment assessed (Bahram Bekhradnia 2004, 31). [...]


[...] And personal statement is also good for students to have a basic knowledge of the course which they would like to study Curriculum design of the two higher educational systems A curriculum is learning experiences which are planned in a sequence. To design a curriculum, a whole degree programme, it is planning a rational studying process for students. In the well-designed curriculum, students will learn what the designer intend them to learn through a series of experiences. On the National Curriculum website, they conclude curriculum design is including: attendance to the classes, private study, preparing work for assessment and so on. [...]

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