Xinqiao Liu

By Xiaojie Cao, Weifang Min and Xinqiao Liu

A full understanding of the relationship between higher education and common prosperity is of great importance for effectively exerting the positive role of higher education and promoting the realization of common prosperity. China attaches great importance to the development of higher education and sees it as the key to building a leading country in education. However, to date, detailed discussion of how higher education promotes common prosperity is relatively limited, so this chapter is devoted to further deepening the understanding of the relationship between higher education and common prosperity. The typical paths of China’s education for poverty alleviation and the contribution of higher education include improving higher education opportunities for children in poor areas; with the technological advantages, higher education efficiently and conveniently extends high-quality courses and teaching resources to universities in under-resourced areas; the implementation of education pairing assistance in higher education; higher education contributes to industry-based poverty alleviation. The discussion in this chapter will contribute to a more comprehensive understanding of the relationship between higher education and common prosperity and provide new insights for further deepening research in this field. Achieving common prosperity through higher education is a long-term process in both theory and practice.

Part of the book: Innovation and Evolution in Higher Education

By Yuxin Guo and Xinqiao Liu

Early-career researchers encounter distinct challenges, balancing intense competition with the demands of securing funding and publishing their work. These pressures have increased anxiety and depression, impacting their performance and overall well-being. Yet, their mental health remains a low priority for both society and institutions. This study adopts a qualitative research approach, employing purposive sampling to select 14 early-career faculty members from various academic disciplines, including the natural and social sciences. Data were gathered through semi-structured, in-depth interviews and subsequently analyzed to identify the primary sources of stress. The study revealed that the institutional environment, academic pressure, and personal attributes were the main influencing factors, which need to be supported by fair evaluation and a rational training system. The study also provides recommendations for grassroots organizational interventions and primary health care services to address these issues.

Part of the book: Bridging Education and Work Experience

By Xinyu Ji, Jingxuan Wang and Xinqiao Liu

The current outcomes in terms of career cognition, career planning, and practical participation among engineering talent in China are not optimistic, and the development of career adaptability is influenced by many factors, which is detrimental to their academic success. This study takes Chinese engineering college students as the research subjects and explores the factors influencing career adaptability among Chinese engineering college students through correlation analysis and importance analysis based on a random forest regression model. The study revealed that school resources, family resources, and personal resources are significantly correlated with career adaptability. The use of machine learning to rank the importance of influencing factors revealed that learning methods (deep learning methods, strategic learning methods), school resources (school satisfaction, evaluation of professional teachers, major satisfaction, evaluation of course offerings), and social relationships (relationships with classmates, relationships with teachers) have a more significant impact on the career adaptability of engineering college students.

Part of the book: Academic Achievement

By Yimin Zheng and Xinqiao Liu

Against the backdrop of a reshaping global landscape and the ongoing escalation of Sino-U.S. strategic competition, this study focuses on the paradigm shift in the flow of Chinese engineering students to the United States. The research finds that under geopolitical fragmentation, the flow of Chinese students has undergone structural changes in three dimensions: volume, direction, and speed. Based on the push-pull theory, this study deconstructs the driving forces and attractions of this change from both the U.S. and Chinese perspectives. It then proposes three adaptive strategies for Chinese engineering students: “decentralized” choice, “proactive planning” for survival, and “flexible adjustment” for development. These strategies aim to provide theoretical references for building a risk-resistant talent mobility ecosystem and optimizing international higher education mobility under the new globalization context.

Part of the book: Mobility, Study, and Cultural Conflicts of International Students