Constructing Global Competency Assessment tool for Chinese University Teachers 中国大学教师国际能力评价工具的构建

• In Event: Chinese roundtable I (Sponsored by East Asia SIG)
  In Chinese Round-table Session: The non-cognitive development of students and teachers in the context of rapid change in China 中国快速变化的背景下学生和教师的非认知发展

Proposal

With the development of globalization and internationalization of higher education and the lunched policy of “the belt and road” and “double first-rate construction”, cultivating first-class university teachers has been a new challenge of Chinese universities in this globalized age. With this background, Chinese university teachers should have enough global competency (GC) to face the new challenge. This study firstly defined the concept of GC, and secondly constructed a three-dimension structure and assessment indicators/tool of GC; thirdly sampled 108 Chinese teachers from eight universities. We find that there is a significant difference between the three dimensions of GC of the teachers, with a higher rating score in knowledge and attitudes dimensions but a low rating score in cross-cultural communication skills. This finding means that Chinese university teachers are lack of enough GC in cross-cultural communication and collaboration skills, though they have a good sore in global knowledge and open attitudes. We suggested that the “double first-rate” universities should pay much attention to develop the teachers’ GC, especially in the cross-cultural communication skills so as to promote the university’s level of internationalization.

随着全球化和高等教育国际化，同时中国“一带一路”倡议的提出和“双一流”建设战略的实施，一流的师资队伍的建设成为了新时代和新形势下的要求。在这样的背景之下，中国大学教师首先自身要具备一定的国际能力以应对这些挑战。本研究界定了教师国际能力的内涵，构建出教师国际能力的结构模型和评价指标，选取八所不同层次大学的教师作为样本。研究发现：大学教师国际能力三个维度的均值存在显著差异，其中态度和知识维度的均值较高，跨文化技能的均值较低。这表明虽然大学教师虽然对全球化认识和开放态度方面有比较好的表现，但却十分缺乏跨文化交流的技能。由于教师自身存在语言、学术环境等方面的问题，建议“双一流”建设大学应着力发展教师的跨文化交流与合作的技能以提升师资的国际化水平。

Author

• YANG LIU, Beihang University