Jin Liu – författare

Adopting curriculum vitae (CV) analysis method, this book collects CVs of university faculty from 109 universities of "The Double First Class University Plan" in China, and systematically analyses the mobility pattern of faculty in China for the first time.

Examining the overall mobility frequency of Chinese faculty and its growing rate, the authors predict that after the epidemic, with the growing number of returned overseas talents, there may be a third wave of faculty mobility. They demonstrate that East Asia, the United States and Europe are the main channels for the inward talent mobility to China, and there are significant differences in China’s faculty mobility among different regions, disciplines and genders, which deserves further investigation. Furthermore, they argue the influencing factors of faculty mobility between China and foreign countries are highly different too.

Scholars and students of Chinese higher education, international and comparative education may find this book helpful, and benefit from the analysis framework of Push and Pull Theory as long as CV analysis method.

Adopting curriculum vitae (CV) analysis method, this book collects CVs of university faculty from 109 universities of "The Double First Class University Plan" in China, and systematically analyses the mobility pattern of faculty in China for the first time.

Examining the overall mobility frequency of Chinese faculty and its growing rate, the authors predict that after the epidemic, with the growing number of returned overseas talents, there may be a third wave of faculty mobility. They demonstrate that East Asia, the United States and Europe are the main channels for the inward talent mobility to China, and there are significant differences in China’s faculty mobility among different regions, disciplines and genders, which deserves further investigation. Furthermore, they argue the influencing factors of faculty mobility between China and foreign countries are highly different too.

Scholars and students of Chinese higher education, international and comparative education may find this book helpful, and benefit from the analysis framework of Push and Pull Theory as long as CV analysis method.

Combining theory and case studies, this book explores the factors that influence the academic success of international students in China. It emphasizes the importance of cultural understanding and tailored support systems in improving academic outcomes.

The authors utilize the Social Cognitive Theory (SCT) to examine how students'' academic outcomes are shaped by personal, environmental, and behavioral factors, especially given the unique challenges in a rapidly globalizing educational environment. Using a mix of quantitative and qualitative methodologies, this book investigates various aspects of academic performance, including motivation, self-regulation, and cultural adaptation. A key focus is the application of Attribution Theory, which studies how students'' beliefs about the causes of their academic success or failure affect their motivation and behavior. The authors also discuss the impact of institutional factors, such as faculty support and the quality of educational resources, on student performance.

The title will appeal to scholars and students interested in student mobility, student performance, Chinese education, and international education in China. It also serves as a valuable read for educators and policymakers relevant to the context of China''s increasing prominence as a destination for international education.

Combining theory and case studies, this book explores the factors that influence the academic success of international students in China. It emphasizes the importance of cultural understanding and tailored support systems in improving academic outcomes.

The authors utilize the Social Cognitive Theory (SCT) to examine how students'' academic outcomes are shaped by personal, environmental, and behavioral factors, especially given the unique challenges in a rapidly globalizing educational environment. Using a mix of quantitative and qualitative methodologies, this book investigates various aspects of academic performance, including motivation, self-regulation, and cultural adaptation. A key focus is the application of Attribution Theory, which studies how students'' beliefs about the causes of their academic success or failure affect their motivation and behavior. The authors also discuss the impact of institutional factors, such as faculty support and the quality of educational resources, on student performance.

The title will appeal to scholars and students interested in student mobility, student performance, Chinese education, and international education in China. It also serves as a valuable read for educators and policymakers relevant to the context of China''s increasing prominence as a destination for international education.