Issues and Policy Countermeasures in Foreign Teacher Management in China's Higher Level Education Institutions: A Case Study of Colleges and Universities in Liaoning
*Names in bold indicate Presenter
This study selected 15 Colleges and universities with different levels of authority and different levels of teaching in Liaoning Province as research subjects. A total of 200 questionnaires were issued, 145 questionnaires were returned, and of those, 122 were valid. The survey efficiency was 84.1%, and the survey rate was 30%. Through the questionnaire survey and in-depth interviews, this study attempted to thoroughly elucidate the status of foreign teachers in universities, to verify previous studies that discovered problems in the management of foreign teachers in colleges and universities in China, and to explore the causes of some major problems in the management process. Lastly, this paper brings forth policy recommendations with university faculty supervisors in mind, and with the objective to improve the management of foreign teachers.
The results show that the management of foreign teachers in colleges and universities in China relies on a non-systematic method with a basis in rationality and empiricism. There is a lack of scientific and effective theoretical support, and measures for solving cross cultural conflict. Some foreign teachers are often led to confusion and disappointment in their experiences. One of the key issues to resolve therefore involves assessing the applicability of the management method from one theory to another in order to avoid psychological imbalances caused by a different management culture.