Education Assignment:中外合作辦學(xué)教學(xué)質(zhì)量?jī)?yōu)化評(píng)價(jià)體系研究

經(jīng)過(guò)多年的發(fā)展，中外合作高等教育已在中國(guó)迅速發(fā)展。但也存在著諸如混沌管理系統(tǒng)等問(wèn)題。在這種情況下，中外合作辦學(xué)的評(píng)價(jià)體系發(fā)揮著重要的作用。為此，需要進(jìn)一步研究和探討，構(gòu)建更加合理、科學(xué)的中外合作辦學(xué)評(píng)價(jià)指標(biāo)體系。理論上有助于全面、深入地認(rèn)識(shí)高等教育評(píng)估的發(fā)展。實(shí)踐中，有助于提高高校教學(xué)質(zhì)量。本文主要介紹了如何進(jìn)行中外合作辦學(xué)教學(xué)質(zhì)量?jī)?yōu)化評(píng)價(jià)體系的研究?？傊?，評(píng)價(jià)指標(biāo)體系的建立包括三個(gè)步驟。首先，基于案例分析和相關(guān)規(guī)范，總結(jié)出中外合作高等教育評(píng)價(jià)指標(biāo)體系要素。其次，運(yùn)用因子分析法分析了評(píng)價(jià)指標(biāo)的因果關(guān)系。結(jié)合定量分析，確定了進(jìn)行定量分析的指標(biāo)。第三，運(yùn)用層次分析法對(duì)評(píng)價(jià)指標(biāo)進(jìn)行標(biāo)準(zhǔn)化。

 

Abstract 摘要

With development of many years, Sino-foreign cooperative higher education has been developed rapidly in China. But there are also some problems such as chaotic management system. In this case, the evaluating system of Sino-foreign cooperative higher education plays an important role. Thus, it needs to do further research and discussion to construct a more rational and scientific evaluation index system of Sino-foreign cooperative higher education (Tang, 2012). In theory, the research is helpful to comprehensive and in-depth understanding of the development of higher education evaluation. In practice, the research helps to improve the teaching quality of colleges and universities. This paper mainly introduces how to do the research about optimizing evaluation system about the teaching quality of Sino-foreign cooperative higher education. In summary, the establishment of evaluation index system includes three steps. Firstly, the Sino-foreign cooperative higher education evaluation index system elements are determined based on the evaluation index system summarized from the case study and relevant regulation. Second, it makes use of factor analysis method to analyze the causality of evaluation indexes used. Combining with quantitative analysis, the indicators that can conduct quantitative analysis are determined. Thirdly, the analytic hierarchy process is used to standardize the evaluation indexes.

Key words:Optimizing evaluating system, Sino-foreign cooperative higher education,Methodology 

 

 

1.Introduction 簡(jiǎn)介

 

1.1.The topic of the research and RQ 

After years of efforts,Sino-foreign cooperative higher education has been developed rapidly. The scale of running schools has gradually expanded. The level of education has gradually increased. The mode of running schools has been diversified. As of May 2014, there were 956Sino-foreign cooperative higher education projects and 56 institutions approved by the Chinese ministry of education (Feng & Shi, 2017). With the vigorous development ofSino-foreign cooperative higher education, the internationalization of higher education has been largely achieved. But in the process of promoting education internationalization and the deepening of education reform at the same time, there are also some problems such as chaotic management system. Under the situation, the evaluating system of Sino-foreign cooperative higher education is important (Shi, 2010). Thus, the evaluation about the Sino-foreign cooperative higher education gets attention gradually. However, there are two main problems in evaluatingSino-foreign cooperative higher education. On the one hand, it is difficult to find the literatureabout constructing the evaluation index system of Sino-foreign cooperative higher education from existing literatures. It makes the education department and the relevant assessment institutions lack of systemic theory and empirical research data. Hence, it is hard to construct a more reasonable and authoritative index system model for the evaluation about the quality of Sino-foreign cooperative higher education (Zhang & Zhang, 2008). On the other hand, in order to further standardize theSino-foreign cooperative higher education, in July 2009, the ministry of education issued the evaluation methods for the Sino-foreign cooperative higher education (Wang, Gao & University, 2013). Although this assessment scheme gives the figure of evaluation index system, but it not attaches to the weights of evaluation indexes. A part of evaluation index is hampered by the lack of operability for quantitative evaluation. Therefore, it needs to do further research and discussion to construct a more rational and scientific evaluation index system of Sino-foreign cooperative higher education (Tang, 2012). Thus, it could providethe existing Sino-foreign cooperative higher education with reference to related evaluation. Therefore, the research aim of this study is to optimize evaluation system about the teaching quality of Sino-foreign cooperative higher education.  #p#分頁(yè)標(biāo)題#e#

 

1.2.The research significance

In theory, system research about Sino-foreign cooperative higher education evaluation index system of colleges and universities is helpful to comprehensive and in-depth understanding of the development of higher education evaluation, and enhance the understanding of the concepts of evaluation at the same time. From the practice, the Sino-foreign cooperative higher education evaluation index system helps to improve the teaching quality of colleges and universities, perfecting China’s higher education evaluation theory and enhancing the benefit of the Sino-foreign cooperative higher educationevaluation practice work. 

 

2.Initial literature review to justify the RQ  最初的文獻(xiàn)證明RQ

 

2.1.Relevant concept definition 

2.1.1.Higher education evaluation 

Higher education evaluation takeshigher education as the object. According to the goal has been developed, it makes scientific evaluation referring tothe systemic evaluation index model. The evaluation results are used to detect whether the higher education has achieved the expected goal or not. In other words, the higher education evaluation is the process of judging the effect and value of education by using the scientific method according to certain value standard. 

 

2.1.2.Sino-foreign cooperative higher education

In accordance with the law of China on Sino-foreign cooperative higher education, the Sino-foreign cooperative higher education often refers to that,education institutions held by cooperation of Chinese education institutions and foreign education institutions takes Chinese citizens as the main object with within the territory of China. But currently Sino-foreign cooperative higher education generally refers to Sino-foreign cooperationencouraged by Chinese government in the fields of higher education and vocational education. According to the above two definitions, the concept of Sino-foreign cooperative higher education could be summarized as follows. It is the education trade exchanges with the foreign education institutions of higher levels in the process of education is gradually moving towards internationalization (Shi & Jiang, 2012). It is the systemic integration of education resources and management concept put by the both sides.In the process of jointly establishing comprehensive higher education, the reform of education business is promoted, and finally the internationalization education would be pushed to a higher level. 

 

2.2.The basic situation aboutthe Sino-foreign cooperative higher education

As mentioned above in the introduction, Sino-foreign cooperative higher education has made some achievements in China. However, there are also some problems. In summary, these problems are mainly focused on the following aspects. Firstly, the difference in the development level of education in the region has resulted differences in the development ofSino-foreign cooperative higher education in different regions of China. #p#分頁(yè)標(biāo)題#e#

The high level of Sino-foreign cooperative higher education is inseparable from the excellent education resources, the comprehensive strength of colleges and universities and the fields of cooperation between the two sides. For universities in the eastern coastal areas, there are inherent advantages; At the same time, the political, economic, cultural, technological and international exchanges of the eastern coastal areas are far beyond the middle and western regions. Therefore, due to the limitations of various environmental factors, the level of development ofSino-foreign cooperative higher education is uneven. 

Secondly, it is lackof effective supervision by macro-control policies. As a whole, the development of Sino-foreign cooperative higher education has shown significant lag and lack of effective supervision and policy guidance. Although the number of Sino-foreign cooperative higher education increases in just a few years, the degree of overall development presents the downward trend. The education administrative department made a systematic policy and adopted the strict system of examination and approval of Sino-foreign cooperative higher education (Rong & Hou, 2012). But, the supervision of the administrative department of education has focused on whether Sino-foreign cooperative higher education is legal or not. For the quality control about the process of the school education, it is lack of corresponding measures for the management and evaluation system. 

Thirdly, the level of foreign teachers in the school is uneven and there is a lack of effective management. Some Sino-foreign cooperative universities have few foreign teachers. The hiring foreign teachersaremostly the older teachers (Yong-Sheng & Shen, 2009). It is hard for them to adapt to the Chinese traditional teaching mode quickly. In addition, some of the colleges and universities have not sign a formal labor contracts with foreign teachers, sped up the liquidity of foreign teachers. 

Fourth, the teaching evaluation system is not sound.In July 2009, the Chinese ministry of education issued a detailed introduction to the assessment content of Sino-foreign cooperative education, and drew up the framework of the evaluation index system. However, from the evaluation index system, all assessed items have not attached the weight value, while some evaluation items have greater subjectivity and cannot be used for objective evaluation (Guo, 2009); There was also no self-assessment in the programme. In the absence of internal self-assessment and teaching evaluation, the lack of supervision and guidance of external macro policies seriously impedes the improvement of the teaching quality of Sino-foreign cooperative higher education. 

Throughout the entire development course of Sino-foreign cooperative higher education, it is not hard to find, perfect rules and regulations, advanced teaching concept and mode, and teachers with a high level and perfect evaluation index system are the most fundamental guarantee of improving teaching quality. In the current stage, the basic method of consolidating and improving the quality ofSino-foreign cooperative higher education is improving and perfecting relevant policies and regulations of the school, introducing high-quality education resources overseas and evaluating and improving the supervision of Sino-foreign cooperative higher education. The key is to establish an appropriate evaluation index system. The purpose of establishing evaluation index system is to find out the factors affecting the quality of Sino-foreign cooperative higher education, make a systemic analysis through a review of influencing factors. And then, it will summarize the deficiency of the process of higher education and will assess the result and feedback, so that colleges and universities to improve teaching quality in the teaching activities in the future.#p#分頁(yè)標(biāo)題#e#

 

3.Methodology 方法論

Methodology refers to the basic rules and methods adopted in the course of research and the theoretical basis for the adoption of this approach. Therefore, the methodology includes three levels, one is the research philosophy, it emphasizes on the fundamental basis of observation and the formation of the basic specification. Hence, it is the instruction to choose the research path and take specific methods. Second level is the research approach. It is the implementation of the research perspective. Three is the specific research method, and it is the embodiment of the research approach. This chapter contains the following parts: research philosophy, research strategy, research approach, research methods, sampling, data collection and analysis, and ethical problems and limitations of the research. 

3.1. The research philosophy 

Methodology level is the highest level of research method, because it comes from a theoretical basis to examine method. It reveals a method or a research idea established or existing fundamental reason. It often involves the philosophical basis of the method, which involves the epistemological tradition of the philosophy, so that it can explain its methodological roots. The ontology of sociology is directly restricted to its philosophical presupposition. The space in which sociology can be discussed is relatively small, and the research is less comprehensible. But sociology epistemology based on ontology, directly decides the basic view of the society, value orientation and cognition logic, etc. It is in the key position of deciding on traditional sociology discipline nature and research. Therefore, sociology must carry out comprehensive and in-depth discussion about the ontology and epistemology. 

 

3.1.1.Ontological assumptions 

The ontological position of social science research is implicit. The key to distinguish the ontological position of the social science researchers is to answer such a question namely whether there is a real the outside world and it is independent of knowledge. Accordingly, people can at least distinguish two basic tendencies, which are objectivism and subjectivism. Objectivism regards social science as an analogue of natural science. In ontological terms, they are the foundationalists and imagine a real and external world of actors. Its focus is on identifying the causes of social behavior and discovering social laws that transcend time and space. Subjectivism is an anti-foundalist who believes that the world is socially constructed. They focus on the meaning of behavior and emphasize understanding rather than explanation. It seems impossible for them to establish a causal relationship between phenomena. So, according to the answer to the basic way of being in the world, it can be divided into subjectivism and objectivism.The former argues that the world is a spiritual existence. It is a kind of idea. It is transcendent. Therefore it is impossible to get empirical test. Only through rational deduction, it could intuitive grasp the truth of the world. The latter believes that the nature of the world is material and experiential and therefore can be empirical (Swetnam & Swetnam, 2009). According to the method of proof, individualistic and collectivist style can be distinguished. #p#分頁(yè)標(biāo)題#e#

In the study on optimizing evaluation system about the quality of Sino-foreign cooperative higher education, the different judgment about basic properties of optimizing evaluation system about the quality of Sino-foreign cooperative higher education leads to two different ontological positions. Objectivism thinks, evaluation system about the quality of Sino-foreign cooperative higher education is objective existence. The behaviour optimizing evaluation system about the quality ofSino-foreign cooperative higher education is with the objective law of education activities. While subjectivism thinks, there are many phenomena in optimizing evaluation system about the quality of Sino-foreign cooperative higher educationwith strong artificial ingredients. Therefore. optimizing evaluation system about the quality ofSino-foreign cooperative higher education is a social science. The research object is the practice of the people. 

According to the judgment of subjectivism, this study hopes to give a good evaluation system about the teaching quality of Sino-foreign cooperative higher education. Therefore, the ontological hypothesis of evaluation system about the teaching quality of Sino-foreign cooperative higher education is as follows. First, the evaluation system about the teaching quality of Sino-foreign cooperative higher education has many phenomena that have a strong human element. Second, optimizing evaluation system about the quality of Sino-foreign cooperative higher education is a social science. Third, object of optimizing evaluation system about the quality of Sino-foreign cooperative higher education study is through the practice of the people involved in the high education. Therefore, this paper insists the subjectivism. 

 

3.1.2.Epistemological assumptions 

The first thing to do to discuss sociological epistemology is to make clear the specific category of sociological epistemology, which means the problems that the sociology epistemology should solve. Sociology epistemology mainly solves the following three problems (Sekaran & Bougie, 2010). The first is the premise of cognition, that is, in which presupposition to carry out the cognition activity. For sociologists, it is a process of externalization of ontologies before they know social objects, such as the view that society is objective and social priority; If the society is subjective or even nothingness, the individual is preferred (Silverman, 2013); If the priority is not chosen, it may be agnostic or relativism, empiricism, or even radical deconstruction in philosophical epistemology. The second is to understand the relationship between the subject and the object. The answer to this question directly determines the society's value appeal, evolution logic and main goal (Seale, C., et al., 2004). The third is to understand how the logical order of social objects should be presented. Object recognition is the process of subject experience and cognition, reflection to social object. The breakthrough point of the research or logical sequenceis the understanding from what perspective, the order that follows and the level that eventually has (Smith, Thorpe & Jackson, 2012). #p#分頁(yè)標(biāo)題#e#

In terms of epistemology, the modern western philosophy mainly has two schools, which are the positivism and interpretivism(Savin-Baden & Major, 2013). 

The first kind is the positivism. The positivism is based on the ontological presupposition of social reality. The existence of objective social existence is the basic presupposition. Positivism believes that individuals although are important, but they have no value of study. The independent social structure, social order and social operationare the object of sociology (Saunders, Lewis & Thornhill, 2012). This is because the society is really the objective things. The society outside is independent of the individual, society itself is prior to the personal and social existence is not based on individuals. It also hasmandatory for the individuals and regulates the behavior of the individuals. The social existence and its change must and can only be interpreted from the social level. 

In view of the role of society as independent of individuals, positivism advocates the scholars hold concept of ‘value neutrality’ in the process of understanding society (Guercini, 2014). Since then, the scholars with value neutrality agreed that the researchers should consciously overcome the established social position and value idea. It should make the exploration and survey results and obtained conclusion be independent of the race, skin color, belief, occupation, nationality, religion, ethics, and political tendency. It also should be independent of any subjective factors and any personal desire (Harrison, 2013). In order to guarantee the value of the episteme, positivism has developed a large number of safeguard mechanism in the cognition method and formed its own unique methodology tradition. On the knowledge logic, in order to ensure that no personal value and real scientific understanding of the society, form positivism research perspectives, the positivismwants to use the scientific understanding and empirical tools to realize society, and abstract theoretical knowledge through summary. This knowledge logic becomesthe basic consensus of society(Jankowicz, 2005).

The second is the interpretivism. Because the process of cognition revolves around individual actions at the individual level. The cognitive behavior of individuals must be value related. At the epistemological level, it is impossible to be neutral, including the perspective of cognition, the choice of materials and even the application of the results (Gray, 2013). Interpretivism forms the understanding logic and research perspective of humanism.Interpretivismis against the theory of the objective world and adheres to the theory of meaning world. It thinks the social world is completely different from the nature world. It is full of countless of subjective meanings of symbol, and the meaning of symbol is given by the personal experience or subjective consciousness and the personal understanding of it (Robson, 2011). Because of this difference, the social world does not have the causal inevitability and regularity of the natural world. Therefore, it is impossible to know the society as it is to know nature. Therefore, to know the meaning of human behaviour, it must adopt the method of input and understanding, while uses various objective empirical methods. #p#分頁(yè)標(biāo)題#e#

Since this study is based on subjectivism, the evaluation system about the teaching quality of Sino-foreign cooperative higher education takes the practise of people as subject. Hence, the evaluation system about the teaching quality of Sino-foreign cooperative higher education can be studied by individuals. The assumptions about epistemology are based on interpretivism. The epistemological hypothesis is as follows. First, the evaluation system about the teaching quality of Sino-foreign cooperative higher education can be influenced by individual behaviors. Secondly, the evaluation system about the teaching quality of Sino-foreign cooperative higher education must adopt the method of input and understanding, while uses various objective empirical methods.

 

3.2.Research strategy 

The research strategy used in this paper is the case study. The advantages of the case study mainly embody in the following aspects. First, it has methodological uniqueness (Christopher, 2014). Case study provides a different approach to scientific research, which provides a unique perspective of observation and analysis. The scientific benefit of case study is that it has access to the discovery problem (Collis & Hussey, 2013). It could also provide insights into further research or lay the groundwork for some hypotheses. This is in the unique sense of its methodology (Crowther & Lancaster, 2009). In particular, by looking at some cases, it may provide a preliminary guidance and orientation for our next study. That is to say, case study can be used as an exploratory research and descriptive research, as well as an interpretive study. As an independent research method, it can be used as an auxiliary method for other research methods. This study will choose a Sino-foreign cooperative higher education school as cases. The previous studies by case study could provide the study with some references. In turn, this case study on optimizing the evaluation system about the teaching quality of Sino-foreign cooperative higher education could also provide some references to the next studies. 

Secondly, it has extensive data collection. Case study can be used together with other methods, and data can be collected in many ways (Bryman & Bell, 2014). In order to get the complex reality through careful observation, it more or less encourages the use of multiple methods. The case study method can be used to synthesize various research methods, such as literature method, historical law, statistical method, observation method, interview method, etc (Harrison & Reilly, 2011). This is conducive to the synthesis of multiple research methods and the study of a topic from multiple perspectives. In the case of optimizing the evaluation system about the teaching quality of Sino-foreign cooperative higher education, the literature method,statistical method, observation method, questionnaire and interview method will be used to collect data and information. 

Third is the scope of application (Creswell & Clark, 2011). Case studies focus on the phenomenon of natural occurrence, where there is no pressure to control or change the environment. In fact, this method is a very important aspect of the case study method better than other methods (Bogt & Helden, 2012). It not only saves the cost of controlling the experiment, buy also helps people obtain more reliable data. It could also save people the cost of screening invalid information. In terms of the size of the study, it can divide research into large-scale studies and small-scale studies. Every study has a different approach. Case study can be suitable for large-scale research, but also suitable for small-scale study. If large studies can adopt a fair amount of methods, small studies are subject to many restrictions. Therefore, this study will adopt a case study strategy. It will choose an university which is established by the Sino-foreign cooperation in China and make study. The choice of the case study saves the author’s time and energy. 

 

3.3.Research design 

Theresearch design of this research is as follows. It will choose some cases to summarize the evaluation index system they used.By reference to all kinds of relevant literatures about the evaluation system of Sino-foreign cooperative higher education andcombination with system analysis about the case study ofSino-foreign cooperative higher education, the evaluation index system is established initially.

The establishment of the figure hierarchy of evaluation index system is divided into the following three steps. In the first place, it is based on the evaluation index system summarized from the case study and relevant regulation for the Sino-foreign cooperative higher education, referring transnational higher education evaluation in Britain and America, the Sino-foreign cooperative higher education evaluation index system elements are determined. Second, it makes use of factor analysis method to analyse the causality of evaluation indexes used. And then, combining quantitative analysis, the indicators that can conduct quantitative analysis are determined. Thirdly, the analytic hierarchy process is used to standardize the evaluation indexes that have been identified, and finally form the evaluation index system. The specific steps is shown in the following figure. 

 

3.4.Research approach

At the research level, it shows the guidance of a certain value orientation, or there is a certain methodological basis, and the reality becomes a certain research path. The classification of research methods is mainly based on the basic research orientation (Becker, 2007). The qualitative and quantitative research represent different research orientation. It is different because of the different methodology assumptions behind it. Thus, two basic classification methods of research methods are generally accepted, and some are classified into qualitative research and quantitative research. Quantitative methods and qualitative methods correspond to positivism and interpretivism in methodology. #p#分頁(yè)標(biāo)題#e#

 

3.4.1.Quantitative approach 

Quantitative research can be defined as the way to explain phenomena using a large amount of data, which is analyzed by mathematical and mathematical methods, especially statistical methods. Quantitative research is usually used to verify the existing theories. From quantitative methods, academic research can be carried out more easily and concretely, especially experience verification activities. But it's easy to get caught up in the data and the model, and it's easy to focus on the phenomenon and ignore the nature of the problem and get into metaphysics (Maxwell, 2012). In fact, many current quantitative studies do have data distortion, investigation inaccurate and other problems. 

Quantitative research methods require the research objectmust be measurable. Therefore, the investigation method, experimental method and statistics method could have survival foundation. The basis of the methodology of quantitative research method is the positivism. And its philosophical basis is empiricism, that is, the basic existence of the world is the reality of matter, so it is perceptible (Maylor & Blackmon, 2005). It is in epistemology that all people knowledge is derived from feeling, which is through the arrangement of people impressions. And then, it could be the necessary relation to acquire knowledge. It is also indirectly admitted that the person has the ability to handle various sensory experience. But this process must be based on the information that people received, and ultimately people knowledge is reliable. It still needs to restore to specific experience to prove (Morgan, 2014). Both the investigation method and the experimental method are the collection of actual empirical data. Statistical method is a mathematical or quantitative verification method. 

 

3.4.2.Qualitative research

Instead, qualitative research questioned the nature of the research object. Because it thinks the world not only has physical entities, but also has a spiritual entity. For a spirit entity, it is unable to use external means for the measurement (Punch, 2013). Then it must use person's inner strength to analyze it.This method is the method of introspection. It is a kind of logical reasoning method and it is a way of thinking. In philosophy, qualitative research is derived from subjectivism. The subjectivism holds that the fundamental existence of the world is spiritual and that the physical world exists only a phenomenon world, not the real world, which is not the source of the world (McMillan & Wevers, 2011). 

Therefore, from the proposition that the essence of the world is spiritual, it is opposed to measuring by means of the technical means. In methodology, it is a research method that opposes positivism, which is also opposed to quantitative research. This claim is also the basic proposition of post-positivism (Merriam, 2014). On the specific methods, methods of investigation are not agreed upon in the specific research methods. It thinks that they are not able to acquire the deep understanding and thus cannot acquire the real knowledge. Then the research method can only be the progressive inquiry skills. Through the language connotation of the questioning and the mutual debate, it is to gain the understanding of the real meaning of a thing. None of this can be obtained through intuitive observation, which must be expressed through the medium of language to express its sense of the spiritual world.#p#分頁(yè)標(biāo)題#e#

For qualitative research approach, although the language is the most powerful medium, there are still unknown things. Then people need to constantly require constant language analysis. But in the end, people may still have a kind of fuzzy impression (Rubin & Rubin, 2011). Take a completely logical analysis is not feasible. It must rely on a kind of new understanding tool namely the comprehensive judgment ability or the intuitive ability. The method of interviewing is very important in the qualitative research methods. Because there is no analogy between interviews, which means that reduction is not possible, quantitative techniques cannot be used for precise measurement, which is contrary to positivism. 

In the process of this study, both the qualitative and quantitative approaches are sued to collect and analyze the data. For example, the documentary analysis is used to analyze all kind of literatures. The questionnaire survey is used to collect data and quantitative analysis is used to analyze the data. 

 

3.5.Research methods  

There are so many categories of specific research methods that there is no uniform classification method. It is generally divided into the methods of collecting data and the methods of processing information (Babbie, 2011). For example, according to the collection way of sources, it can be divided into experimental method, literature method, observation method, etc. According to the data processing methods, it can be divided into statistical methods, content analysis method, theoretical method and the narrative method and so on. In addition, according to the different purpose of people, it could be divided into causal analysis, multi-factor association, action exploration and self-doubt (psychoanalysis). There are many other ways to divide it. These are also available in the usual variety of social science research methods books. In this study, the research methods include the documentary analysis and questionnaire survey. 

 

3.5.1.Questionnaire survey 

By experts and scholars engaged in research on Sino-foreign cooperative higher education a questionnaire, expert feedback can be quantified appraisal evaluation index weight value, to build the rational and scientific model of theSino-foreign cooperative higher education’ evaluation index system of college study basis. 

Questionnaire interviewees include the experts, as well as the scholars from the related appraisal institutions and government departments, project management personnel. A typical sampling method was adopted to extract the questionnaires of 20 experts from the experts involved in the field. Finally, the feedback questionnaire of these 20 experts was systematically analyzed. All the personnel selected have been engaged in the research work related toSino-foreign cooperative higher education for many years, and have rich experience in the evaluation of cooperative education. #p#分頁(yè)標(biāo)題#e#

 

3.5.2.Documentary analysis 

Documentary analysis is as follows. Through consulting a large number of domestic about the document ofSino-foreign cooperative higher education, combing and analysis of the development situation and existing problems of Sino-foreign cooperative higher education, comparison of Sino-foreign cooperative higher educationforms, characteristics and differences in different periods, discusses the development of Sino-foreign cooperation in running schools and direction.

 

3.6.Sampling and data analysis 

The sampling used in the study is the typical sampling. About 20 experts in the field chosen will be interviewed about the evaluation of the quality of the cooperation. Analytic hierarchy process is the data analysis method used in the study. Analytic hierarchy process is a method proposed by American operations research professor Sadie in the middle 20th century to measure the weight of each factor in each hierarchy. Evaluation indexes system is based on building the Sino-foreign cooperative higher educationusing the theory of analytic hierarchy process. It is based on the model of the building to the right of inspection and uses vector consistency index to the combination weight vector consistency check. And then, it constructs judgment matrix and weight value computational elements steps. It evaluates the element analysis and calculation. Finally, it is concluded that the weight of each evaluation index value. The specific steps is as follows.

After constructing the overall evaluation index system, the weight of each index is calculated by using the method of analytic hierarchy process. In the process of the whole index weight, there are three steps, namely, design questionnaire, questionnaire data analysis and weight calculation. The AHP analytic hierarchy process is used to analyze and process the data. The software can accurately calculate the weight value of each index in the indicator system according to the calculation principle of ahp, and accurately test the consistency of its single level and total ranking. According to the data of the questionnaire that has been returned, the data graph can be generated automatically, and the weight value of each evaluation index can be obtained automatically.

 

3.7.Ethical issues that need to be considered

The ethical issues related are as follows. In the first place, it needs to ask for the permission of the interviewees. Without the permission, it could not be done. Secondly, it needs to tell the interviewees about the purpose and time cost of the questionnaire survey. Thirdly, the private information of the interviewees need to be kept well.

 

3.8.Limitations of the research 

There are some disadvantages of the case study. In the first place, it is the generalization of the subjectivity and conclusion of the process. In terms of the strengths and weaknesses of the case study, Bruce l. Berg raises two questions: one is its subjectivity and the other is its generalization. Social scientists have long argued that case studies are the weakest of the three methods of testing (experimentation, case studies, large sample statistics (Avdelidou-Fischer, 2013). There are two main reasons: case study cannot control the interference of third-party variables; Studying only one or a few cases is the worst, because the data is not random, and because the data is too small, we can't get some correlation. As stated in the previous article, these discussions of case studies, in the eyes of the approver, appear to be of an unattainable length of excellence, in the eyes of its critics as its fatal weakness (Stake, 2013). This suggests that behind these excellent examples of our case study, there is a doubt about the case study itself. #p#分頁(yè)標(biāo)題#e#

Second is the boundary perplexity of case selection and technical difficulties in the investigation process. In the case study, one of the first problems is the boundary confusion of case selection, and the second is the technical difficulty of the investigation process. The technical difficulties of the investigation are mainly reflected in two aspects (Yin, 2014). First, the opportunity to approach the case study environment through consultation may be a strenuous part of the case study process. Case studies are difficult if people are not allowed or denied such opportunities. Second, it is difficult for case researchers to obtain the objective of their investigation environment and make it happen without any impact. Because case studies tend to involve a prolonged period of procrastination. The emergence of the study led to the possibility of "observational effects". The subjects may behave differently from normal to knowing that they are under the microscope and to some extent observed and studied.

 

4.Conclusion 結(jié)論

 

Throughout the entire development course of Sino-foreign cooperative higher education, it is not hard to find, perfect rules and regulations, advanced teaching concept and mode, and teachers with a high level are the most fundamental guarantee of improving teaching quality. There are some problems with the current evaluation index system. Therefore, the research aim of this study is to optimize evaluation system about the teaching quality of Sino-foreign cooperative higher education.  

In theory, system research about Sino-foreign cooperative higher education evaluation index system of colleges and universities is helpful to comprehensive and in-depth understanding of the development of higher education evaluation, and enhance the understanding of the concepts of evaluation at the same time. From the practice, the Sino-foreign cooperative higher education evaluation index system helps to improve the teaching quality of colleges and universities, perfecting China’s higher education evaluation theory and enhancing the benefit of the Sino-foreign cooperative higher education evaluation practice work.This paper implements the interpretivism. The research strategy is the case study, while it uses a quantitative research. The research methods include the literature analysis, questionnaire survey and the Analytic hierarchy process.

Theresearch will choose some cases to summarize the evaluation index system they used. By reference to all kinds of relevant literatures about the evaluation system of Sino-foreign cooperative higher education and combination with system analysis about the case study of Sino-foreign cooperative higher education, the evaluation index system is established initially.

The establishment of the figure hierarchy of evaluation index system is divided into the following three steps. In the first place, it is based on the evaluation index system summarized from the case study and relevant regulation for the Sino-foreign cooperative higher education, referring transnational higher education evaluation in Britain and America, the Sino-foreign cooperative higher education evaluation index system elements are determined. Second, it makes use of factor analysis method to analyse the causality of evaluation indexes used. And then, combining quantitative analysis, the indicators that can conduct quantitative analysis are determined. Thirdly, the analytic hierarchy process is used to standardize the evaluation indexes that have been identified, and finally form the evaluation index system.Questionnaire interviewees include the experts, as well as the scholars from the related appraisal institutions and government departments, project management personnel. A typical sampling method was adopted to extract the questionnaires of 20 experts from the experts involved in the field. Finally, the feedback questionnaire of these 20 experts was systematically analyzed. All the personnel selected have been engaged in the research work related toSino-foreign cooperative higher education for many years, and have rich experience in the evaluation of cooperative education. #p#分頁(yè)標(biāo)題#e#

After constructing the overall evaluation index system, the weight of each index is calculated by using the method of analytic hierarchy process. In the process of the whole index weight, there are three steps, namely, design questionnaire, questionnaire data analysis and weight calculation. The AHP analytic hierarchy process is used to analyze and process the data. The software can accurately calculate the weight value of each index in the indicator system according to the calculation principle of ahp, and accurately test the consistency of its single level and total ranking. According to the data of the questionnaire that has been returned, the data graph can be generated automatically, and the weight value of each evaluation index can be obtained automatically.