How University Projects Produce Development Results
Lessons from 20 Years of Canada-China Cooperation in Higher Education
Dados Bibliográficos
| ID | 11401331 |
|---|---|
| Autores | Edward T Jackson, Edward Jackson (0000-0002-6976-7619, autor correspondente) |
| Ano | 2003 |
| Volume | 24 |
| Fascículo | 1 |
| Páginas | 41-49 |
| Data de publicação | 2003-01-01 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Canadian Journal of Development Studies/Revue canadienne d études du développement (JOURNAL) |
| Identificadores do periódico | ISSN: 0225-5189 • E-ISSN: 2158-9100 |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02255189.2003.9668895 |
| OpenAlex | W2067874932 |
| Idioma | EN |
| Citações recebidas | 4 |
While aid agencies may remain sceptical about university projects, a review of 20 years of Canada-China higher education cooperation demonstrates that, when they are successful higher-education interventions can produce durable and far-reaching results. The review highlights the “knowledge advantage” of university cooperation, including the inherent results multipliers of teaching and research, and the multi-generational nature of project participants. CIDA and Canadian universities should move from a transactional to a strategic relationship. Engaging a new generation of faculty and students, renovating centres of expertise and building knowledge networks are important tasks for the future
China · Economic growth · Economics · Higher education · Political science · Psychological intervention · Public relations · Skepticism · Transactional leadership · Higher Education Governance and Development · Psychology
| Obras citantes distintas | 4 |
|---|---|
| Citações por ano | 0,24 |
| Intervalo de citações | 2009 - 2025 (17) |
| Velocidade de citação | recent |
| Altamente citado | Não |
| Tipos de citação | Neutras: 3 |