Research On The Internal Quality Assurance System Of Chinese-foreign Cooperative Education Projects In Foreign Studies Universities

As an important form of international exchange of higher education in China,Chinese-foreign cooperation in running schools complements the mission of foreign studies universities to run schools internationally.It is an effective way to cultivate interdisciplinary talents with national feelings,global vision,and professional skills.However,there are frequent problems with Chinese-foreign cooperative education projects in foreign studies universities,and the quality assurance system for teachers,courses,and teaching has not yet been perfected.Internal and external quality assurance are two aspects of quality assurance system construction.The external quality assurance system for Chinese-foreign cooperative education in China has begun to take shape,while internal assurance is often ignored as a common self-discipline behavior in universities.Therefore,this study starts from the aspect of internal quality assurance,focuses on the talent training,teaching,and construction of teacher team in Chinese-foreign cooperative education projects,explores schools how to ensure the quality of these three aspects,and attempts to solve the following three key issues:first,the existing measures and characteristics of internal quality assurance for Chinese-foreign cooperative education projects in foreign language institutions;second,the problems and causes in the internal quality assurance process of the project;third,suggestions for establishing an internal quality assurance system for Chinese-foreign cooperative education projects.This study comprehensively considers factors such as geographic location characteristics,project running mode,and availability of materials,and selects four universities including Beijing Foreign Studies University,Xian International Studies university,Shanghai International Studies University,and Guangdong University of Foreign Studies as representative cases.Through empirical methods such as text analysis and field interviews,and based on the theoretical framework of the PDCA quality cycle,the internal quality assurance of Chinese-foreign cooperative education projects in foreign studies universities has been deeply explored.First of all,the first part of this paper mainly analyzes the existing measures and characteristics of internal quality assurance in foreign language universities’ Chineseforeign cooperative education projects based on the PDCA four stage cycle model.The study found that the Chinese-foreign cooperative education projects in foreign language universities have achieved success in talent training,curriculum developing,and maintenance of teacher quality,such as high employment quality and strong foreignrelated nature of graduates,abundant teaching resources,and more standardized foreign teacher recruitment system.The second part of this paper still implements the PDCA cycle framework,analyzing some problems and their causes in the four stages of internal quality assurance in foreign language universities.First,in the P(Plan)stage,the admission system with"entry easily exit easily" has led to a decline in the quality of students;the dual-track personnel employment system of college employment and school employment has made teachers stratified and led to an unfair resource allocation;the management system for foreign teachers ignored the issue of cross-cultural adaptation and did not follow up in time.Second,in the D(Do)stage,foreign high-quality course teaching resources are directly transplanted,ignoring the localization of content;foreign teachers are mostly dispatched by foreign parties for a short period,with a short cycle and high mobility;there are still cultural barriers between China and foreign countries,hindering the efficiency of communication and exchange.Third,in the C(Check)stage,quality monitoring is not timely,such as inadequate teaching inspection,failure to the compatibility between foreign teachers and students is not found in time,resulting in poor teaching effect,incomplete teacher assessment mechanisms,and single assessment standards.Fourth,in the A(Action)stage,the feedback mechanism is not sound,such as the lack of feedback platforms for teachers and students,and the inadequate tracking of graduate information.The main reason is that foreign studies universities have various international education activities.In addition to Chinese-foreign cooperative education projects,they also actively promote the establishment of overseas Confucius Institutes,the exchange of foreign students to China,and the dispatch of Chinese students to study abroad.These universities have not paid high attention to the construction of related rules,and the personnel allocation is limited.Moreover,most foreign studies universities have low internal management efficiency and weak quality inspection of Chinese-foreign cooperative education projects,relying mostly on external quality evaluation.The establishment of feedback mechanisms is often a mere formality due to the timeconsuming and laborious feedback process.The third part of this paper mainly aims at the above issues,and proposes effective suggestions in stages.In the P(Plan)stage,regular meetings should be held to promote the work of Chinese-foreign cooperation in running schools,and multiple subjects should be involved to improve the project management system.In the D(Do)stage,the resources of foreign language schools should be fully utilized to provide cross-cultural training,cultivate the cultural awareness of teachers and students,and actively explore the localization path of teaching materials.In the C(Check)stage,establish a teacher reward and punishment system,introduce diversified assessment standards,and optimize the internal supervision system.In the A(Action)stage,build an alumni information work platform,promote information sharing,and establish an efficient feedback mechanism using information technology.At the same time,universities should also appropriately delegate power and enhance the flexibility of Chinese-foreign cooperative education projects under the framework of relevant laws and policies in China.This paper analyzes the internal quality assurance system of Chinese-foreign cooperative education in foreign studies universities from an interdisciplinary perspective,actively explores the advantages of these universities,and has great significance for improving the internal self-evaluation mechanism of Chinese-foreign cooperative education projects and assisting the high-quality and sustainable development of projects.