The Dynamic Evolution of College or University Roles in Aesthetic Education Assistance Projects in China: From Implementers to Co-Creators

Journal: Journal of Higher Education Research DOI: 10.32629/jher.v5i2.2403

Qingzi Xu

Guangdong Dance and Drama College, Guangzhou 510075, Guangdong, China

Abstract

The role of colleges and universities as transmitters of knowledge and active participants in aesthetic education assistance projects is pivotal. This study aims to investigate how the roles of these institutions in aesthetic education assistance projects have evolved in China. Through interviews with 10 college educators, students who endorse the project, and local teachers engaged in such initiatives, the research seeks to trace the dynamic shifts in the involvement of higher education institutions in fostering aesthetic education. The findings reveal that colleges and universities have transitioned from being mere implementers to assuming four key roles: resource providers, talent developers, knowledge advocates, and leaders in model practices within aesthetic education. A significant innovation of this research is the application of actor-network theory, which illustrates how these institutions have shifted from implementers to collaborators, creating a flexible network that enhances stakeholder engagement, attracts more participants, and encourages sustained active involvement. Ultimately, this study offers fresh insights into improving the initiative and co-innovation capacities of educational institutions and their networks, providing valuable experiences for future research and practical applications of aesthetic education assistance in developing areas to further aesthetic education's growth.

Keywords

aesthetic education assistance; colleges and universities; actor-network theory; aesthetic education

Funding

Guangdong Philosophy and Social Science Foundation 2022 “The 14th Five-Year Plan" project (Project Number: GD22XYS19)

Full Text

PDF - Viewed/Downloaded: 6 Times

References

[1]Andang'o, E., & Mugo, J. (2007). Early childhood music education in Kenya: Between broad national policies and local realities. Arts education policy review, 109(2), 43-52.
[2]Bilodeau, A., Galarneau, M., Lefebvre, C., & Potvin, L. (2019). Linking process and effects of intersectoral action on local neighbourhoods: systemic modelling based on actor–network theory. Sociology of Health & Illness, 41(1), 165-179.
[3]Bray, M., & Lillis, K. M. (1988). Community financing of education : issues and policy implications in less developed countries.
[4]Caeiro, S., Sandoval Hamón, L. A., Martins, R., & Bayas Aldaz, C. E. (2020). Sustainability Assessment and Benchmarking in Higher Education Institutions—A Critical Reflection. Sustainability, 12, 543.
[5]Chen, C., Gao, J., Cao, H., Chen, J., & Chen, F. (2023). From De-collectivization to Re-collectivization: New Transformation Trend in Agriculture Production in Taicang City of the Eastern China from the Perspective of ‘Governmentality’. Chinese Geographical Science, 33(3), 531-548.
[6]Corsaro, D., Cantù, C. L., & Tunisini, A. (2012). Actors' Heterogeneity in Innovation Networks. Industrial Marketing Management, 41, 780-789.
[7]Crawford, T. H. (2020). Actor-Network Theory. Oxford Research Encyclopedia of Literature.
[8]da Silva, G. D. (2020). Translation as actor-networking: actors, agencies, and networks in the making of Arthur Waley’s English translation of the Chinese Journey to the West (Routledge Advances in Translation and Interpreting Studies). The Translator, 26, 212 - 216.
[9]Department of Education of Guangdong Province. (2021). 2021 Provincial Aesthetic Immersion Action Plan Exchange Seminar. http://edu.gd.gov.cn/jyzxnew/zwdt/content/post_3386998.html
[10]Henderson, L. S., Stackman, R. W., & Lindekilde, R. (2016). The centrality of communication norm alignment, role clarity, and trust in global project teams. International journal of project management, 34(8), 1717-1730.
[11]Ledoux, M. W., & McHenry, N. (2008). Pitfalls of school-university partnerships. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(4), 155-160.
[12]Li, J., Shi, Z., & Xue, E. (2020). The problems, needs and strategies of rural teacher development at deep poverty areas in China: Rural schooling stakeholder perspectives. International Journal of Educational Research, 99, 101496.
[13]Mamza, M. (2007). Contemporary issues in fine and applied arts education in Nigeria. Multidisciplinary Journal of Research and Development, 8(4), 3.
[14]Menendez, F. D. (2019). Educational adequacy and educational equality: a merging proposal. Critical Review of International Social and Political Philosophy. https://doi.org/10.1080/13698230.2019.1700345 de los Santos Menendez, Fernando De-Los-Santos-Menendez, Fernando/0000-0003-1734-7345, 1743-8772
[15]Ministry of Education of the People's Republic of China.(2019). The General Office of the Ministry of Education issued a notice to carry out the action plan for the infiltration of sports aesthetic education of http://www.moe.gov.cn/jyb_xwfb/gzdt_gzdt/s5987/201906/t20190625_387596.html
[16]Preradovic, N. M., Calic, M., & van Overbeeke, P. S. (2022). Rural 3.0: A Case Study of University-Community Engagement through Rural Service-Learning in Croatia. Journal of Higher Education Outreach and Engagement, 26(1), 117-128.
[17]Russell-Bowie, D. (1993). Where is Music Education in Our Primary Schools? An examination of the current and practice of music education in NSW state primary schools. Research Studies in Music Education, 1(1), 52-58.
[18]Shree, S., & Singh, A. S. (2019). Exploring Gamification for Recruitment through Actor Network Theory. South Asian Journal of Human Resource Management, 6, 242 - 257.
[19]VanWynsberghe, R., & Khan, S. (2007). Redefining case study. International journal of qualitative methods, 6(2), 80-94.
[20]Verlinden, S., Wynen, J., Kleizen, B., & Verhoest, K. (2023). Blurred lines: Exploring the impact of change complexity on role clarity in the public sector. Review of Public Personnel Administration, 43(3), 479-503.
[21]Wu, B., Liu, L., & Carter, C. J. (2022). Bridging social capital as a resource for rural revitalisation in China? A survey of community connection of university students with home villages. Journal of Rural Studies, 93, 254-262.
[22]Xu, W. (2022). Research on the Path of Integrating Red Cultural Resources into Aesthetic Education in Colleges and Universities. Advances in Social Science, Education and Humanities Research.

Citing this article:

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License