Professions and Teachers
The schools and colleges of China New Higher Education Group focus on the development of leading disciplines and courses, and they follow the “quality-centred, effective application, and world-class” guidelines and the “student-centred, outcome-oriented and ongoing improvement” principles. They are committed to strengthening teacher training, vigorously carrying out professional reform, improving the quality assurance system, and deepening school-enterprise cooperation and industry-education integration. The Group strives to cultivate high-quality application-oriented, technical and skilled talents who will promote the development of industries, the local economy and society.
The Group’s schools and colleges continue to strengthen the core capabilities of their competitive specialties. The four undergraduate colleges have put in place 13 provincial leading specialties, 4 provincial distinctive specialties, 1 provincial key specialty, and 3 competitive disciplines (groups). The technical schools have put in place 2 high-level specialty groups, 10 provincial backbone specialty groups and 3 pilot specialties for provincial comprehensive reform. Five of the Group’s competitive disciplines, including welding technology engineering, were selected as leading applied disciplines in China in 2022.
Focusing on “improving students' sense of achievement in learning”, the Group's schools and colleges actively promote the in-depth integration of “Internet+” information technology (IT) with education and teaching. Based on 209,500 teaching materials on cloud computing, 610,000 audio and video teaching materials, and 620,000 other reference materials, the Group has jointly developed 42 courses, including “Development Fundamentals of Big Data Platform Applications”, with several enterprises. In total, the undergraduate colleges have developed 50 provincial leading courses, and the technical schools have developed 15 provincial selective courses.
The Group strengthens teacher training based on the five collaborative principles of “guidance, cultivation, application, management and service”. It uses multiple channels to enlist academicians, discipline leaders, highly educated and qualified teachers, double qualified teachers, and experts from Fortune 500 companies to improve the in-depth training of its team of core teachers. The Group stages visits and study, research and training programmes to constantly improve the professional quality and ability of its teachers. It has developed a large team of nationally or provincially prominent teachers and teaching staff, and the percentage of teachers with deputy senior titles or above, master’s and doctorate degrees, and dual qualifications is increasing.
Expert tutors have been invited from Fortune 500 companies such as Huawei and Geely Automobile. The Group has also invited guest professors, part-time professors and chair professors, including “Changjiang Scholars”, “Nationally Prominent Teachers”, “Provincial Leading Talents”, and professors with doctorate and post-doctorate degrees. Renowned experts such as Professor Li Peigen, academician of the Chinese Academy of Engineering, Professor Sharon Wolf of the University of Pennsylvania, Professor Li Junlei of Harvard University, and General Jin Yinan, winner of the military’s first “Outstanding Professional and Technical Talent” award, have been invited to give lectures or serve as consultants.
Over the last two years, our teachers have won more than 300 awards in teaching competitions, and more than 200 awards in leading competitions recognised by the Ministry of Education (MOE). Specifically, they have won national awards in the National Innovation Contest for College Teachers, the National Teaching Contest for Young College Teachers and the National Teaching Skills Contest for National Vocational Colleges, achieving new historical records for the Group in terms of the number and quality of awards.
Wonderful Classes
The Group’s schools and colleges pay special attention to classroom teaching and reform classroom teaching methods on an ongoing basis, with a view to improving the quality of classroom teaching in terms of teaching content, teaching methods and assessment methods.
Through “Internet+” thinking and various IT tools, the Group creates a range of smart classrooms that integrate interactive discussion, learning and group collaboration. The Group engages in space planning to drive teaching innovation, and also promotes the role of IT in the reform of teaching methods, such as the problem-based teaching method (PBL), the project-based teaching method (PBL), the task-based teaching method (TBL), the case-based teaching method (CBL), the discussion-based teaching method and the flipped classroom concept, with a view to driving the overall transformation of teachers' roles and learning methods.
The Group has built a teaching management platform to create a new ecosystem that combines online and in-person teaching. The Group integrates augmented reality (AR), virtual reality (VR), and mixed reality (MR) virtual simulation technologies to offer an experience centre for future-oriented educational experimentation, providing students with a fully immersive training and learning experience. AI-assisted learning and teaching is applied to improve teaching efficiency and deliver personalised lessons. Meanwhile, the Group’s flexible and dynamic tools enable teachers and students to integrate online and in-person teaching.
To train its teachers, the Group focuses on its strategic team members and continuously improves the salary remuneration for key positions, such as highly educated and highly qualified teachers. It has continuously increased investment in training, launched the “three teacher system” training programme and upgraded the online learning platform for teaching staff to improve their teaching capabilities.
Quality Assurance
The Group attaches great importance to the quality of talent training, and it is the first and only private higher education group in China that has independently set up a teaching quality assurance system at the group and college levels. Centred on “student development, student learning, and learning effectiveness”, the Group has built a quality assurance system that harnesses internal and external collaboration among students, teachers, supervisors, employers, alumni, industry and corporate experts, teaching experts, evaluation and certification experts, and other individuals and entities in the areas of classroom teaching, curriculum, disciplines, graduation theses and internships, graduate training quality and employment quality.
The Group’s schools and colleges run an effective internal quality assurance mechanism that consists of “teaching decision-making - teaching quality goals - teaching resources guarantee - teaching process management - teaching monitoring and evaluation - teaching quality feedback and improvement”. The schools and colleges have established teaching supervisory teams at both the school and college levels, which fully cover teaching evaluations for all in-house and guest teachers. The Group bases remuneration on evaluation results to encourage teachers’ devotion to teaching. Moreover, it also carries out classroom teaching and learning quality evaluations, outcome-based education (OBE) curriculum quality evaluations, diagnostic evaluations of disciplines and specialties, undergraduate thesis (design) sampling, graduate destination data verification, employer satisfaction evaluations of graduates, examination assessments, evaluations of the quality and effectiveness of question banks, evaluations of the utilisation rate and effectiveness of experimental training laboratories, special evaluations of internships, and other evaluations in an orderly manner.
Through the cloud teaching platform and the digital quality monitoring platform, and based on objective data covering teaching and learning behaviour before, during and after class, the Group has developed data to measure the achievement of goals for each class and course and make teaching evaluations more transparent. In this way, regular data monitoring acts as an early warning indicator of academic risk, forming a closed-loop mechanism that covers monitoring, feedback and improvement and continuously improves teaching quality.
