ABSTRACT
Based on a case study of engineering teaching in China’s higher education sector, this book unravels the interlocking influencing factors that condition the experience of engineering faculty members along with multiple stakeholders’ expectations of engineering teaching.
What motivates and demotivates a university instructor to provide excellent teaching, especially in the disciplines where effective instructor guidance is crucial for student learning? This book gives evidence-based answers to this research question, drawing upon a social realist framework in relation to the disciplinary features of engineering and based on both qualitative and quantitative methods. It expatiates upon structural, cultural, and reflexive factors concerning both the academic profession and industry and how teaching behaviors are shaped. In doing so, the author advances pragmatic suggestions for higher education reform under the prevalent performance management systems, posing implications for global higher education in regard to what structural arrangements and cultural milieu should be in place to unleash the potential of engineering teaching.
The book will appeal to scholars of higher education, Chinese and comparative education, and education sociology, and academics and policy-makers interested in engineering education and teacher education.
