This study describes and elucidates higher education internationalisation with an in-depth case study of China and its Tsinghua University using international entrepreneurship concepts. The study examines internationalisation as a dynamic reciprocal interplay between opening-up policy and higher education policy, especially world-class university policy.,This is a qualitative mixed-method single case study. In desktop research, the study reviewed China's national policy documents on educational opening-up, Tsinghua's institutional strategy papers and research literature concerning internationalisation, entrepreneurship, Chinese higher education and Tsinghua University. In fieldwork research, the present researcher engaged in action, participatory and collaborative research about university internationalisation in her capacity as both a faculty and an international office administrator at Tsinghua.,Entrepreneurial internationalisation in Chinese higher education has served multiple purposes simultaneously: (1) a pillar to support domestic confidence in educational opening-up for modernisation while also contributing to global development; (2) a cost-effective way to cultivate Chinese talent by accessing the international education market; (3) a quality imperative to stimulate domestic reform and innovation through Sino-foreign exchange and collaboration; (4) a public diplomacy measure building a global network of educational engagement; and (5) a differentiation strategy to stretch the capacity of the nation's top universities by benchmarking their global competitiveness.,Conceptualising opening-up as entrepreneurial internationalisation is key to understand China's higher education development. This study expounds this special term by connecting it with basic concepts in international entrepreneurship research. The analyses at system and institutional levels reinforce one another to forge a synthetic view by integrating policy and practice.

Opening-up as entrepreneurial internationalisation in Chinese higher education

Aim The present study aimed at investigating the association of the mathematical proficiency and mathematical thinking skills among female teachers of the first three grades in public schools of Amman city, Jordan. Method The study adopted the descriptive analytical research approach. A sample of 174 female teachers of the first three grades was recruited in the present study. To collect data, the study used a mathematical proficiency tests (39 items) covering the domains of the conceptual understanding, procedural fluency, strategic competency, adaptive reasoning, and the productive desire. In addition, the study used a mathematical thinking skills test consisted of (20) items distributed over seven mathematical thinking skills; they were: Induction skill, conclusion skill, symbolizing skill, logical thinking skill, guessing skill, demonstration skill, and modeling skill. Data were analyzed using SPSS software (v. 26). Results The study findings showed that female teachers of the first three grades had a moderate level of mathematical proficiency (43.60 ± 16.04), a good level of mathematical thinking skills (6.51 ± 4.628). In addition, the study found significant statistical positive correlation between mathematical proficiency and mathematical thinking skills (r = 0.681, p ≤ 0.05) among female teachers of the first three grades in Amman. Conclusion The study concluded that mathematical proficiency is significantly associated with mathematical thinking skills in their domains. The study recommended increasing female teachers’ competencies and skills related to mathematical proficiency and mathematical thinking throughout intensive courses and workshops.

Mathematical proficiency among female teachers of the first three grades in Jordan and its relationship to their mathematical thinking

Assessment of higher education faculty members’ performance : Implications for performativity, ethical practices, and quality output

Fiscal and financial management in South Asian cities typically face constraints in capacity and utilization of resources. This paper attempts a systematic analysis of three corporations in the region: the Indian city of Kolkata (Kolkata Municipal Corporation, KMC) and the city corporations in Bangladesh’s capital city, Dhaka (Dhaka North City Corporation, DNCC, and Dhaka South City Corporation, DSCC). Based on the incomes and expenditures of these corporations, this paper attempts for the first time a comparison in the status of finances and service delivery in cities of two South Asian Countries. The main findings suggest that the revenue receipts of KMC is significantly higher than that of either DNCC or DSCC or even both the bodies combined. This is true for own revenue as well as for grants from the upper tiers. Both DNCC and DSCC have expenses, which are way below the low level of existing earnings. These expenses are less when compared with international expenditure norms also. For KMC the revenue is not sufficient to cover the expenditures. For DNCC and DSCC, levels of expenditures on provision of urban services are abysmally low, which is also reflected in the status of service delivery in these cities. Property tax accounts for the lion’s share of the tax revenue in both Kolkata and Dhaka. For Dhaka, non-tax revenues obtained from fees, fines, rates, etc. have a higher share in own revenue, while Kolkata has higher shares of taxes. Interestingly, despite the low revenue generation capacity of the DNCC and DSCC, this is what comprises the bulk of total revenue. Grants received from the upper tiers are very low in DNCC and DSCC compared to the fact that close to half of KMC’s total revenue comes from grants. We also estimated the GCP for Dhaka and Kolkata and did some simulation exercises for estimating the revenue capacities. Based on these exercises, we suggest that KMC should generate up to 4 percent of their GCP as revenues for the corporation. For Dhaka, 1 percent of GCP as revenues in both DNCC and DSCC are estimated as their potentials.

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Towards Sustainable Cities: Lessons from Urban Decentralization in India and Bangladesh

It looks at the series of higher education reforms which have been mooted and implemented since the beginning of the liberalization phase in India. It unravels the rationality behind the reform measures and traces its evolution over the last two and half decades. It then questions whether the rationale of promoting market in higher education, changing governance of public institutions and the increased role of the private sector based on the concept of efficiency are tenable or not in the context of higher education in a developing country like India.

Aishna Sharma

Papers

Assessment of higher education faculty members’ performance : Implications for performativity, ethical practices, and quality output

Towards Sustainable Cities: Lessons from Urban Decentralization in India and Bangladesh

A Neoliberal Approach to Policy Making in Indian Higher Education During the Post-liberalization Era