Impact on Higher Education Transformation and Leadership Development [electronic resource] : Overseas Leadership Development Programmes for Chinese University Leaders / edited by Xin Xing, Meng Tian.

Part 1: The Context and Needs of Chinese Higher Education Leaders' Overseas Training -- Chapter 1: The Context of Leadership in Public Higher Education in China -- Chapter 2: Needs and Rationale for Overseas Training -- Part 2: An Overall Picture of Overseas Training Programs 2012-2016 -- Chapter 3: The Overseas Training Providers, Programs, and Training Topics -- Chapter 4: The Chinese Higher Education Leaders' Demographics and Needs Analysis -- Part 3: The Impact of Overseas Training Programs on Individuals and Institutions -- Chapter 5: The Impact of Overseas Training Programs on Chinese Higher Education Institution Leaders' Conceptions of Leadership and Western Higher Education Systems -- Chapter 6: The Impact of Overseas Training on Higher Education Institution Leaders' Leadership -- Chapter 7: Overseas Training for Higher Education Institution Leaders and University's Development -- Chapter 8: Institutional Changes Influenced by the Overseas Training Programs: From Institutional Theory Perspective -- Chapter 9: The Implications and Recommendations for Future Overseas Training Programs -- Chapter 10: Conclusion.

This book studies impact of "Overseas Leadership Development Programmes for Chinese University Leaders in the Central and Western Regions of China," a research project funded by National Office for Education Sciences Planning (No. CIA170270), China. It is intended to enhance university leaders' professionalism and to achieve impact on both the individual and institutional levels. The empirical data was collected using a mixed-methods approach including policy documents, learning diaries, a quantitative survey, and individual interviews. From the standpoint of transnational education, the book scrutinizes the context of the Chinese higher education governance system, the provision of overseas leadership development programmes, the needs of Chinese university leaders, the leadership development impact on the university leaders' personal views regarding leadership, and its impact on institutional development and change. The book also addresses the challenges faced by these leaders when implementing the changes after their leadership development sections, explaining how these leadership development sections met or failed to meet the national goals of promoting innovation and social justice in university leaders' work. The findings presented here will greatly enrich readers' knowledge concerning Chinese university leaders' professionalism and professional development. Further, the respective chapters provide evidence-based recommendations for educational practitioners, policymakers, overseas trainers, and researchers who are interested in developing university leaders' professionalism through targeted leadership development, making the book a valuable resource for leadership development, policymaking, and further educational research.