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The Teaching Quality Evaluation of Chinese-Foreign Cooperation in Running Schools from the Perspective of Education for Sustainable Development

Author

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  • Lirong Huang

    (School of Economic and Management, Xiamen University of Technology, Xiamen 361005, China
    School of Education Research, Xiamen University, Xiamen 361005, China)

  • Wenli Zhang

    (Business School of Qingdao Binhai University, Qingdao 266555, China)

  • Hongbo Jiang

    (School of Economic and Management, Xiamen University of Technology, Xiamen 361005, China)

  • Jin-Long Wang

    (Department of Information and Telecommunications Engineering, Ming Chuan University, Taipei 111, Taiwan)

Abstract

As one of the important ways to cultivate internationalized and highly competitive talents, Chinese-foreign cooperation in running schools (CFCRS) is very significant to education for sustainable development (ESD). From the perspective of ESD, we developed a teaching quality evaluation model using 18 indicators in 4 dimensions: resource input, faculty environment, teaching process, and teaching outcome. The DANP (Decision-Making Trial and Evaluation Laboratory-Based Analytic Network Process) method is used to explore the mutual influence relationship of teaching quality in CFCRS, and the TOPSIS (Technique for Order Preference by Similarity to an Ideal Solution) method is used in this empirical study. The results show that the evaluation dimensions listed by impact level from big to small are as follows: teaching outcome, teaching process, faculty environment, and resource input. Among them, resource input and faculty environment are the cause dimensions, while teaching process and teaching outcome are the result dimensions. Academic support is the most influential indicator, followed by teaching resource and teaching management, and the teacher’s nationality is the least influential indicator. The CFCRS A of a comprehensive university in the developed region of China has the highest comprehensive score, followed by the CFCRS C of an applied science and technology university and CFCRS B of a comprehensive university in the underdeveloped region. The teaching quality of CFCRS can be improved by increasing the frequency of academic activities, strengthening teacher training, reinforcing curriculum and discipline management, and encouraging students to participate in competitions and paper publications.

Suggested Citation

  • Lirong Huang & Wenli Zhang & Hongbo Jiang & Jin-Long Wang, 2023. "The Teaching Quality Evaluation of Chinese-Foreign Cooperation in Running Schools from the Perspective of Education for Sustainable Development," Sustainability, MDPI, vol. 15(3), pages 1-22, January.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:3:p:1975-:d:1042218
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    References listed on IDEAS

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    1. Cristian Timbi-Sisalima & Mary Sánchez-Gordón & José Ramón Hilera-Gonzalez & Salvador Otón-Tortosa, 2022. "Quality Assurance in E-Learning: A Proposal from Accessibility to Sustainability," Sustainability, MDPI, vol. 14(5), pages 1-27, March.
    2. Hongbo Jiang & Qigan Shao & James J.H. Liou & Ting Shao & Xiaosheng Shi, 2019. "Improving the Sustainability of Open Government Data," Sustainability, MDPI, vol. 11(8), pages 1-27, April.
    3. Marko Stokic & Davor Vujanovic & Dragan Sekulic, 2020. "A New Comprehensive Approach for Efficient Road Vehicle Procurement Using Hybrid DANP-TOPSIS Method," Sustainability, MDPI, vol. 12(10), pages 1-16, May.
    4. Wenli Zhang & Hongbo Jiang & Qigan Shao & Ting Shao, 2022. "Construction of the Evaluation Model of Open Government Data Platform: From the Perspective of Citizens’ Sustainable Use," Sustainability, MDPI, vol. 14(3), pages 1-19, January.
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