Digital transformation in higher education: critiquing the five-year development plans (2016-2020) of 75 Chinese universities

References

• Allen, I. A., & Seaman, J. (2008). Staying the course: Online education in the United States, 2008. Needham, MA: Sloan Consortium. Retrieved from https://www.onlinelearningsurvey.com/reports/staying-the-course.pdf
   Google Scholar
• Bates, T. (2000). The continuing evolution of ICT capacity: The implications for education. In G. M. Farrel (Ed.), The changing face of virtual education (pp. 29–46). Vancouver, Canada: The Commonwealth of Learning.
   Google Scholar
• Baydas, O., Küçük, S., Yilmaz, R., Aydemir, M., & Göktaş, Y. (2015). Educational technology research trends from 2002 to 2014. Scientometrics, 105(1), 709–725. doi:10.1007/s11192-015-1693-4
   Web of Science ®Google Scholar
• Beijing Language and Culture University. (2016). 北京语言大学“十三五”发展规划纲要 [The 13th five-year development plan]. Retrieved from http://www.moe.gov.cn/s78/A08/gjs_left/s7187/zsgxgz_sswgh/201703/W020170310547968591412.pdf
   Google Scholar
• Bigum, C., Bulfin. F., & Johnson, N. F. (2015). Critical is something others (don’t) do: Mapping the imaginative of educational technology. In F. Bulfin, N. F. Johnson, & C. Bigum (Eds.), Critical perspectives on technology and education (pp. 1–14). New York, NY: Palgrave Macmillan.
   Google Scholar
• Blin, F., & Munro, M. (2008). Why hasn’t technology disrupted academics’ teaching practices? Understanding resistance to change through the lens of activity theory. Computers and Education, 50 (2), 475–490. doi:10.1016/j.compedu.2007.09.017
   Web of Science ®Google Scholar
• Bond, M., Zawacki-Richter, O., & Nichols, M. (2019). Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology. British Journal of Educational Technology, 50 (1), 12–63. doi:10.1111/bjet.12730
   Web of Science ®Google Scholar
• Brown, M., Anderson, B., & Murray, F. (2007). E-learning policy issues: Global trends, themes and tensions. In ICT: Providing choices for learners and learning: Proceedings of ascilite Singapore 2007 Conference (pp. 75–81). Retrieved from http://www.ascilite.org/conferences/singapore07/procs/brown.pdf
   Google Scholar
• Browne, T., Hewitt, R., Jenkins, M., Voce, J., Walker, R., & Yip, H. (2010). 2010 survey of technology enhanced learning for higher education in the UK. Oxford, England: Universities and Colleges Information Systems Association. Retrieved from https://www.ucisa.ac.uk/-/media/groups/ssg/surveys/TEL%20survey%202010_FINAL
   Google Scholar
• Buchanan, R., Holmes, K., Preston, G., & Shaw, K. (2015). The global and the local: Taking account of context in the push for technologization of education. In F. Bulfin, N. F. Johnson, & C. Bigum (Eds.), Critical perspectives on technology and education (pp. 227–244). New York, NY: Palgrave Macmillan.
   Google Scholar
• Bulfin, S. (2009, July). Cyber-savvy students and industrial-era schools? Disassembling and recasting the new home-school mismatch hypothesis. Paper presented at the Australia Association for the teaching of English (AATE) Conference in Hobart, Australia. Retrieved from http://pandora.nla.gov.au/pan/119464/20101118-1236/www.englishliteracyconference.com.au/files/documents/hobart/conferencepapers/nonrefereed/bulfinscott.pdf
   Google Scholar
• Burbules, N., & Callister, T. (2000). Universities in transition: The promise and the challenge of new technologies. Teachers College Record, 102(2), 271–293. doi:10.1111/0161-4681.00056
   Web of Science ®Google Scholar
• Central Committee of the Communist Party of China & State Council. (1999). 关于深化教育改革, 全面推进素质教育的决定 [Decision to deepen educational reform and fully promote quality-oriented education]. Retrieved from http://old.moe.gov.cn/publicfiles/business/htmlfiles/moe/moe_177/200407/2478.html
   Google Scholar
• Central Committee of the Communist Party of China & State Council. (2010). 国家中长期教育改革和发展规划纲要 (2010-2020年) [Outline of China’s national plan for medium and long-term educational reform and development (2010–2020)]. Retrieved from http://old.moe.gov.cn/publicfiles/business/htmlfiles/moe/info_list/201407/xxgk_171904.html
   Google Scholar
• Central Committee of the Communist Party of China & State Council. (2019a). 中国教育现代化2035 [China’s Education Modernization 2035 Initiative]. Retrieved from http://www.gov.cn/zhengce/2019-02/23/content_5367987.htm
   Google Scholar
• Central Committee of the Communist Party of China & State Council. (2019b). 加快推进教育现代化实施方案 (2018–2022年) [Five-year implementation plan for speeding up education modernization (2018–2022)]. Retrieved from http://www.moe.gov.cn/jyb_xwfb/s6052/moe_838/201902/t20190223_370859.html
   Google Scholar
• Christensen, C. M., & Eyring, H. J. (2011). The innovative university: Changing the DNA of higher education from the inside out. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Clegg, S., Hudson, A. & Steele, J. (2003). The emperor’s new clothes: Globalization and e-learning in higher education. British Journal of Sociology of Education, 24(1), 39–53. doi:10.1080/01425690301914
   Web of Science ®Google Scholar
• Cuban, L. (2001). Oversold and underused: Computers in the classroom. Cambridge, MA: Harvard University Press.
   Google Scholar
• Dede, C. (2005). Planning for neomillennial learning styles: Implications for investments in technology and faculty. In D. Oblinger & J. Oblinger (Eds.), Educating the net generation (pp. 15.1–15.22). Boulder, CO: EDUCAUSE. Retrieved from https://www.educause.edu/ir/library/PDF/pub7101.PDF
   Google Scholar
• De Freitas, S., & Oliver, M. (2005). Does E-learning policy drive change in higher education? A case study relating models of organisational change to e-learning implementation. Journal of Higher Education Policy and Management, 27(1), 81–96. doi:10.1080/13600800500046255
   Google Scholar
• Denning, S. (2016). Christensen updates disruption theory. Strategy and Leadership, 44(2), 10–16. doi:10.1108/SL-01-2016-0005
   Google Scholar
• Department for Education and Skills. (2003). Towards a unified e-learning strategy: Consultation document. London, England: Author.
   Google Scholar
• Euromonitor. (2017). Current trends in the global education sector. London, England: Author. Retrieved from https://www.euromonitor.com/current-trends-in-the-global-education-sector/report
   Google Scholar
• Fisher, S. (2006). The market for higher education at a distance: Traditional institutions and the costs of instructional technology. In D. W. Breneman, B. Pusser, & S. Turner (Eds.), Earnings from learning: The rise of for-profit universities (pp. 113–140). Albany: State University of New York Press.
   Google Scholar
• Flavin, M. (2016). Disruptive conduct: The impact of disruptive technologies on social relations in higher education. Innovations in Education and Teaching International, 53 (1), 3–15. doi:10.1080/14703297.2013.866330
   Web of Science ®Google Scholar
• Flavin, M. (2017). Disruptive technology enhanced learning: The use and misuse of digital technologies in higher education. London, England: Palgrave Macmillan.
   Google Scholar
• Flavin, M., & Quintero, V. (2018). UK higher education institutions’ technology-enhanced learning strategies from the perspective of disruptive innovation. Research in Learning Technology, 26. doi:10.25304/rlt.v26.1987
   Web of Science ®Google Scholar
• Gibbs, G., Habeshaw, T., & Yorke, M. (2000). Institutional learning and teaching strategies in English higher education. Higher Education, 40(3), 351–372. Retrieved from http://www.jstor.org/stable/3448039
   Web of Science ®Google Scholar
• Goodfellow, R. (2007). Learning technologies in the university: From ‘tools for learning’ to ‘sites of practice’. In R. Goodfellow & M. Lea (Eds.), Challenging e-learning in the university: A literacies perspective (pp. 29–49). Maidenhead, England, & New York, NY: McGraw-Hill, Society for Research into Higher Education, Open University Press.
   Google Scholar
• Goodfellow, R., & M. R. Lea. (2007). Challenging e-learning in the university: A literacies perspective. Maidenhead, England, & New York, NY: McGraw-Hill, Society for Research into Higher Education, Open University Press.
   Google Scholar
• Higher School of Economics. (n.d.). BRICS Network University. Retrieved from https://we.hse.ru/en/brics/
   Google Scholar
• Hsieh, H.-F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288. doi:10.1177/1049732305276687
   PubMed Web of Science ®Google Scholar
• Jenkins, M., Walker, R., & Voce, J. (2014). Achieving flexibility? The rhetoric and reality of the role of learning technologies in UK higher education. In B. Hegarty, J. McDonald, & S.-K. Loke (Eds.), Rhetoric and Reality: Critical perspectives on educational technology: Proceedings of ascilite Dunedin 2014 Conference (pp. 544–548). Retrieved from http://ascilite.org/conferences/dunedin2014/files/concisepapers/161-Jenkins.pdf
   Google Scholar
• Johnson, N. F. (2015). The work of theory in ed-tech research. In F. Bulfin, N. F. Johnson, & C. Bigum (Eds.), critical perspectives on technology and education (pp. 35–50). New York, NY: Palgrave Macmillan.
   Google Scholar
• Jones, N., & O’Shea, J. (2004). Challenging hierarchies: The impact of e-learning. Higher Education, 48, 379–395. doi:10.1023/B:HIGH.0000035560.32573.d0
   Web of Science ®Google Scholar
• Kellner, D. (2004). Technological transformation, multiple literacies, and the re-visioning of education. E-Learning, 1(1), 9–37. doi:10.2304/elea.2004.1.1.8
   Google Scholar
• Kirkwood, A., & Price, L. (2013). Missing: Evidence of a scholarly approach to teaching and learning with technology in higher education. Teaching in Higher Education, 18(3), 327–337. doi:10.1080/13562517.2013.773419
   Web of Science ®Google Scholar
• Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher education: What is ‘enhanced’ and how do we know? A critical literature review. Learning, Media and Technology, 39(1), 6–36. doi:10.1080/17439884.2013.770404
   Web of Science ®Google Scholar
• Latchem, C. (2006). A content analysis of the British Journal of Educational Technology [Editorial]. British Journal of Educational Technology, 37(4), 503–511. doi:10.1111/1467-8535.00119
   Web of Science ®Google Scholar
• Littlejohn, A., & Hood, N. (2018). Reconceptualising learning in the digital age: The [un]democratizing potential of MOOCs. Singapore: Springer.
   Google Scholar
• Marshall, S. (2010). Change, technology and higher education: are universities capable of organizational change? ALT-J, Research in Learning Technology, 8(3), 179–192. doi:10.1080/09687769.2010.529107
   Web of Science ®Google Scholar
• McCarthy, S. A., & Samors, R. J. (2009). Online learning as a strategic asset: Volume 1: A resource for campus leaders. New York, NY: Association of Public and Land-grant Universities. Retrieved from ERIC database. (ED517308)
   Google Scholar
• Ministry of Education of the People’s Republic of China. (1998). 面向21世纪教育振兴行动计划 [Action plan for invigorating education towards the 21st century]. Retrieved from http://old.moe.gov.cn/publicfiles/business/htmlfiles/moe/s6986/200407/2487.html
   Google Scholar
• Ministry of Education of the People’s Republic of China. (2012). 教育信息化十年发展规划 (2011-2020) [Ten-year development plan for educational digitalization (2011–2020)]. Retrieved from http://old.moe.gov.cn/publicfiles/business/htmlfiles/moe/s3342/201203/xxgk_133322.html
   Google Scholar
• Ministry of Education of the People’s Republic of China. (2016). 教育信息化“十三五”规划 [The 13th five-year plan for educational digitalization]. Retrieved from http://www.moe.gov.cn/srcsite/A16/s3342/201606/t20160622_269367.html
   Google Scholar
• Ministry of Education of the People’s Republic of China. (2018). 教育信息化2.0行动计划 [Action plan for educational digitalization 2.0]. Retrieved from http://www.moe.gov.cn/srcsite/A16/s3342/201804/t20180425_334188.html
   Google Scholar
• Moodie, G. (2016). Universities, disruptive technologies, and continuity in higher education: The impact of information revolutions. New York, NY: Palgrave Macmillan.
   Google Scholar
• Munro, M. (2018). The complicity of digital technologies in the marketisation of UK higher education: Exploring the implications of a critical discourse analysis of thirteen national digital teaching and learning strategies. International Journal of Educational Technology in Higher Education, 15(11). doi:10.1186/s41239-018-0093-2
   Web of Science ®Google Scholar
• Naidu, S. (2016). Mainstreaming open, flexible, and distance learning. In K. W. Lai, S. Stein, P. Field, & K. Pratt (Eds.), Our world in your place: 30 years of distance learning and teaching at the University of Otago (pp. 92–108). Dunedin, New Zealand: University of Otago.
   Google Scholar
• National People’s Congress of the People’s Republic of China. (1995). The Education Law of the People’s Republic of China. Retrieved from http://en.moe.gov.cn/Resources/Laws_and_Policies/201506/t20150626_191385.html
   Google Scholar
• National People’s Congress of the People’s Republic of China. (1998). The Higher Education Law of the People’s Republic of China. Retrieved from http://en.moe.gov.cn/Resources/Laws_and_Policies/201506/t20150626_191386.html
   Google Scholar
• National People’s Congress of the People’s Republic of China. (2015). The Education Law of the People’s Republic of China (Amendment). Retrieved from http://www.npc.gov.cn/npc/cwhhy/12jcwh/2015-12/28/content_1957521.htm
   Google Scholar
• Nic Giolla Mhichíl, M., & Brown, M. (2019). The story of MOOCs through loops: From disruptive to sustaining innovation models of higher education. Distance Education in China, 3, 56–68. doi:10.13541/j.cnki.chinade.20190308.001
   Google Scholar
• Nichols, M., & Anderson, B. (2005). Strategic e-learning implementation. Journal of Educational Technology & Society, 8 (4), 1–8. Retrieved from https://www.jstor.org/stable/jeductechsoci.8.4.1
   Web of Science ®Google Scholar
• North China Electric Power University. (2016). “十三五”发展规划纲要 [The 13th five-year development plan]. Retrieved from http://www.moe.gov.cn/s78/A08/gjs_left/s7187/zsgxgz_sswgh/201703/W020170313409229498135.pdf
   Google Scholar
• Northwest Agriculture and Forestry University. (2016). “十三五”发展规划 [The 13th five-year development plan]. Retrieved from http://www.moe.gov.cn/s78/A08/gjs_left/s7187/zsgxgz_sswgh/201703/W020170310545523102505.pdf
   Google Scholar
• Orlando, J. (2015). Extending understandings of educational technology: Teachers’ critiques of educational technology as important intellectual capital for researchers. In F. Bulfin, N. F. Johnson, & C. Bigum (Eds.), Critical perspectives on technology and education (pp. 51–68). New York, NY: Palgrave Macmillan.
   Google Scholar
• Peking University. (2016). “十三五”改革和发展规划纲要 [The 13th five-year reform and development plan]. Retrieved from http://www.moe.gov.cn/s78/A08/gjs_left/s7187/zsgxgz_sswgh/201703/W020170310386958452809.pdf
   Google Scholar
• Peking University stops degree/diploma continuing education enrolments from 2018. (2017, January 9). Sohu.com. Retrieved from https://www.sohu.com/a/123835663_493249
   Google Scholar
• Peters, O. (2002). Distance education in transition: New trends and challenges (2nd ed.). Oldenburg, Germany: Bibliotheks-und Informationssytems der Universitat Oldenburg.
   Google Scholar
• Qayyum, A., & Zawacki-Richter, O. (2019). A portrait of open and distance education in the world (J. Xiao, Trans.). Distance Education in China, 4, 25–37. doi:10.13541/j.cnki.chinade.20190121.001
   Google Scholar
• Renmin University of China. (2016). “十三五”发展规划 (2016-2020) [The 13th five-year development plan]. Retrieved from http://www.moe.gov.cn/s78/A08/gjs_left/s7187/zsgxgz_sswgh/201703/W020170310497351696345.pdf
   Google Scholar
• School of Continuing Education. (n.d.). Facts and figures. Retrieved from http://www.sce.tsinghua.edu.cn/aboutcollege/matter.jsp
   Google Scholar
• Selwyn, N. (2007). The use of computer technology in university teaching and learning: A critical perspective. Journal of Computer Assisted Learning, 23(2), 83–94. doi:10.1111/j.1365-2729.2006.00204.x
   Web of Science ®Google Scholar
• Selwyn, N. (2014). Digital technology and the contemporary university: Degrees of digitization. London, England: Routledge.
   Google Scholar
• Shandong University. (2016). “十三五”规划纲要 (呈报稿[The 13th five-year development plan]. Retrieved from http://www.moe.gov.cn/s78/A08/gjs_left/s7187/zsgxgz_sswgh/201703/W020170313377365740313.pdf
   Google Scholar
• Srivastava, A., & Thomson, S. B. (2009). Framework analysis: A qualitative methodology for applied policy research. Journal of Administration and Governance (JOAAG), 4(2), 72–79. Retrieved from http://joaag.com/Home_Page.php
   Google Scholar
• State Council, People’s Republic of China. (2017). 国家教育事业发展“十三五”规划 [The 13th five-year plan for national educational development]. Retrieved from http://www.gov.cn/zhengce/content/2017-01/19/content_5161341.htm
   Google Scholar
• Stiles, M., & Yorke, J. (2006). Technology supported learning: Tensions between innovation, and control and organizational and professional cultures. Journal of Organisational Transformation and Social Change, 3(3), 251–268. doi:10.1386/jots.3.3.251/1
   Google Scholar
• Tongji University. (2016). “十三五”及中长期规划纲要 [The 13th five-year and medium and long-term development plan]. Retrieved from http://www.moe.gov.cn/s78/A08/gjs_left/s7187/zsgxgz_sswgh/201703/W020170313359444105731.pdf
   Google Scholar
• Walker, R., Voce, J. & Jenkins, M. (2016). Charting the development of technology-enhanced learning developments across the UK higher education sector: A longitudinal perspective (2001–2012). Interactive Learning Environments, 24 (3), 438–455. doi:10.1080/10494820.2013.867888
   Web of Science ®Google Scholar
• Zawacki-Richter, O., Alturki, U., & Aldraiweesh, A. (2017). Review and content analysis of the international review of research in open and distance/distributed learning (2000–2015). The International Review of Research in Open and Distributed Learning, 18(2), 1–26. doi:10.19173/irrodl.v18i2.2806
   Web of Science ®Google Scholar
• Zawacki-Richter, O., & Latchem, C. (2018). Exploring four decades of research in Computers & Education. Computers & Education, 122, 136–152. doi:10.1016/j.compedu.2018.04.001
   Web of Science ®Google Scholar
• Zawacki-Richter, O., & Naidu, S. (2016). Mapping research trends from 35 years of publications in distance education. Distance Education, 37, 245–269. doi:10.1080/01587919.2016.1185079
   Web of Science ®Google Scholar
• Zemsky, R., & Massy, W. F. (2004). Thwarted innovation: What happened to e-learning and why. Philadelphia: University of Pennsylvania, The Learning Alliance. Retrieved from https://www.immagic.com/eLibrary/ARCHIVES/GENERAL/UPENN_US/P040600Z.pdf
   Google Scholar
• Zhejiang University. (2016). “十三五”发展规划 [The 13th five-year development plan]. Retrieved from http://www.moe.gov.cn/s78/A08/gjs_left/s7187/zsgxgz_sswgh/201703/W020170313413972076454.pdf
   Google Scholar