COLLABORATIVE MANAGEMENT MODEL FOR TEACHERS OF SINO-GERMAN EDUCATIONAL COOPERATION AT HIGHER EDUCATION INSTITUTIONS IN GUIZHOU PROVINCE, CHINA

Renhua  Zhang; Thada  Siththada

ผู้แต่ง

Renhua Zhang Graduate School, Suan Sunandha Rajabhat University, Bangkok, Thailand
Thada Siththada Graduate School, Suan Sunandha Rajabhat University, Bangkok, Thailand

คำสำคัญ:

Sino-German Educational Cooperation, Collaborative Management, Higher Vocational Education, Guizhou Province.

บทคัดย่อ

This study examines the collaborative management model for teachers in Sino-German educational cooperation within higher education institutions in Guizhou Province, China, against the backdrop of over 40 years of Sino-German vocational education collaboration and initiatives, such as the Sino-German Advanced Vocational Education Cooperation Project (SGAVE). Focusing on 12 higher education institutions (HEIs) in Guizhou, which has growing internationalization needs but limited cross-cultural collaboration experience, it adopts a mixed-methods approach combining confirmatory factor analysis (CFA) and qualitative interviews to develop a conceptual framework integrating eight latent variables (Conflict Resolution, Workforce Diversity, Cross-Cultural Competence, Emotional Intelligence, Social Competence, Knowledge Management Competence, Power Distance, and Trust Level). Hypothesis testing confirms these variables significantly reflect and influence collaborative management effectiveness, with findings revealing unique challenges for Guizhou's HEIs educators due to limited international exposure, providing actionable insights for improving sustainable Sino-German higher education cooperation, especially in developing regions.

เอกสารอ้างอิง

Abegglen, S., Burns, T., & Sinfield, S. (Eds.). (2023). Collaboration in higher education. Bloomsbury Academic. https://doi.org/10.5040/9781350334069

Adebayo Adekunle, Chimamanda Eze, & Olumide Afolayan. (2023). Cross-Cultural Collaboration in Education: Challenges and Opportunities for International Learning Programs. Proceeding of The International Conference of Innovation, Science, Technology, Education, Children, and Health, 3(2), 96–101. Retrieved from https://icistech.org/index.php/icistech/article/view/119

Altbach, P. G., & Knight, J. (2007). The Internationalization of Higher Education: Motivations and Realities. Journal of Studies in International Education, 11(3-4), 290–305. https://doi.org/10.1177/1028315307303542

Ansell, C., & Gash, A. (2008). Collaborative governance in theory and practice. Journal of Public Administration Research and Theory, 18(4), 543–571. https://doi.org/10.1093/jopart/mum032

Bundesinstitut für Berufsbildung (Hrsg.) (2024). VET Data Report Germany 2021: Facts and analyses to accompany the Federal Government Report on Vocational Education and Training – Selected findings. Bonn: Bundesinstitut für Berufsbildung (BIBB)

Cai, Y., & Zheng, G. (2020). China’s Policies and Practices with Respect to Higher Education Cooperation with the EU. In Building Higher Education Cooperation with the EU: Challenges and Opportunities from Four Continents (pp. 68–85). Brill/Sense. https://doi.org/10.1163/9789004445420_005

China's ministry of education. (2024). List of Chinese-Foreign Cooperative Education Institutions and Programs. Chinese-Foreign Cooperation in Running Schools. https://www.crs.jsj.edu.cn/aproval/orglists

Glass, C., Bista, K., & Lin, X. (Eds.). (2022). International Faculty in Institutions of Higher Education: Enhancing Recruitment, Retention, and Integration of International Talent (1st edition). Routledge.

Hochschulrektorenkonferenz (HRK). (2020). Beschluss des Präsidiums vom 9. September 2020. Retrieved from https://www.hrk.de/fileadmin/_migrated/content_uploads/Beschluss-des-Präsidiums-vom-9.9.2020.pdf

James, C. R., Connolly, M., Dunning, G., & Elliott, T. J. (2007). Collaborative practice: A model of successful working in schools. Journal of Educational Administration, 45(5), 541-555. https://doi.org/10.1108/09578230710778187

Jiang, D. (2009). Memorabilia of 30 years of Sino‐German Vocational Education Cooperation. Chinese Vocational and Technical Education, 35, 7–11.

Jiang, Y., & Wu, L. (2024). Multilingualism, multicultural personality, and foreign language anxiety as predictors of Chinese international students’ intercultural willingness to communicate. Journal of Multilingual and Multicultural Development, 1-14. DOI: 10.1080/01434632.2024.2439929

Jin, H., Duan, D. Z., & Qi, X. H. (2023). The spatiotemporal dynamics of international cooperative education in higher education and its impact on cross-border knowledge cooperation. Scientia Geographica Sinica, 43(6), 992-1000. https://doi.org/10.13249/j.cnki.sgs.2023.06.006

Knight, J. (2021). HIGHER EDUCATION INTERNATIONALIZATION: CONCEPTS, RATIONALES AND FRAMEWORKS. Revista REDALINT, 1. https://www.researchgate.net/publication/370254520

Lee, C. W., Wu, W. D., Tan, Z. Y., & Yang, C. F. (2020). Qualitative Study of the Cross-Cultural Adaptation of Macao Students in Mainland China. Education Science, 10(128). DOI:10.3390/educsci10050128

Lin, P. L. (2019). Internationalization of Higher Education in China: Challenges and Opportunities. US-China Education Review B, 9(1), 1–12. DOI:10.17265/2161-6248/2019.01.001

Ma, L., & Subbiondo, J. I. (2022). Goals, Models, and Practices of International Partnerships in Higher Education: Toward Global Peace and Harmony. Beijing International Review of Education, 4, 176–190. DOI:10.1163/25902539-04020001

Mustayeva, G. S., Tulaboeva, G. T., Saydaliyeva, D. Z., & Kurbanova, M. M. (2022). Emotional self-regulation of the behavior of pedagogical workers in the system of integrated (inclusive) education. Texas Journal of Multidisciplinary Studies, 14. https://zienjournals.com

Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879-891. https://doi.org/10.3758/BRM.40.3.879

Reinhard Stockmann, W. M., Stefanie Krapp, Godehard Koehne. (2000). Wirksamkeit deutscher Berufsbildungszusammenarbeit Ein Vergleich staatlicher und nicht-staatlicher

Programme in der Volksrepublik China (German Edition) (D. T. Rollnik-Manke, Ed.). Westdeutscher Verlag. https://doi.org/10.1007/978-3-322-87332-3

Soomro, M. A., Ali, A., Memon, A. H., Khahro, S. H., & Memon, Z. A. (2024). Shared leadership, knowledge-sharing density, and open-mindedness norms: A study of team innovation in the construction industry. Journal of Innovation & Knowledge, 9, 100629. https://doi.org/10.1016/j.jik.2024.100629

Sullivan, H. (2022). A Framework for Analysing Collaboration: Actors, Collaborative Domains, and Public Policy Elements. In: Collaboration and Public Policy. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-09585-6_2

Wang, D., Li, S., & Li, M. (2023). Chinese model of international higher education cooperation: A case study of Sino-German higher education cooperation. Bulletin of the South Ural State University. Ser. Education. Educational Sciences, 15(4), 103–112. https://doi.org/10.14529/ped230420

Wang, Q. (2021). Strategic Analysis of Sino-Foreign Higher Education Cooperative Universities Based on SWOT Model. Advances in Social Science, Education and Humanities Research, 615.

Xiong, H. (2021). Analysis on the Influence of Academicization of Vocational Education on Vocational Education in Germany. Vocational and Technical Education, 42(1009), 69–74.

Yu, K., & Pan, Y. (2019). Sino-German Vocational Education Promotes Innovation through Mutual Learning. China Education News.

Zhu, S., Meyer, W., & Röhrig, S. (2022). The typology of vocational education and training cooperation between Germany and China. *International Journal of Training and Development*, 26, 709-724. https://doi.org/10.1111/ijtd.12283

Zhu, Y. (2023). A Comparative Study of Sino-German Higher Vocational Education Based on the CIPP Model. In Y. Chen et al. (Eds.), ICMETSS 2022, ASSEHR 693, pp. 691–697. https://doi.org/10.2991/978-2-494069-45-9_84