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Impacts of Chinese Education Reform on Trust Development of Higher Education Faculty and Students

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This study explored the modern environment in Chinese higher education and trust development with faculty and students within the Chinese educational setting. Qualitative methods were used to conduct semi-structured interviews at two large universities in China. Findings showed that Chinese faculty members viewed trust with their students in a more personal way than did faculty members in Western culture. Findings also showed that Chinese faculty perceived demonstrations of trust as self-actualizing, and that previous trait-based research regarding trust development was consistent within this setting in China.
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Keywords: China; educational reform; higher education; trust

Document Type: Research Article

Publication date: 01 June 2018

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  • Curriculum and Teaching is a bi-annual, refereed, international journal publishing original research. It uses a balanced and comparative perspective to consider curriculum design and development, evaluation, curriculum models, comparative studies in curriculum, innovation and policy, planning, and educational administration.
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