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From students’ perspectives, SFCE quality assurance is characterized by comprehensive systems, strong teacher support, adequate resources, and efficient management, while concerns remain about students’ weak understanding of its social role, limited evidence of process-oriented management, and insufficient gains in research capability reflected in learning outcomes. A survey of 587 questionnaires in Jiangsu yielded 546 valid responses, showing quality effects shaped by curriculum, teacher support, resource sufficiency, management efficiency, multiple evaluations, and related factors.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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of Students: A Case Study in Jiangsu Province, China  \nLili Yang  \nNanjing University of Industry Technology Nanjing Normal University  \nRui Chen  \nNanjing University of Industry Technology  \nDumevi Andrews Yao  \nNanjing University of Aeronautics and Astronautics  \nPing Zhang  \nNanjing Normal University of Special Education  \nAbstract  \nSino-foreign cooperative education (SFCE) refers to the education offered by Sinoforeign cooperative education institutions. Students can gain international educational experience without leaving China. Foreign parties mainly provide teachers, researchers, courses, and resources. From students' perspectives, SFCE has a comprehensive quality-assurance system, strong teacher support, sufficient and effective resources, and efficient management. However, there are some problems, such as students' unclear understanding of the social role of quality assurance, a lack of evidence of process-oriented management in quality assurance content, and weak improvement in scientific-research ability, as reflected in students' learning outcomes. The authors surveyed the quality-assurance effect of SFCE in Jiangsu Province, China, with 587 questionnaires recovered and 546 valid responses. Through the analysis, it was found that the quality-assurance effect of SFCE was affected by curriculum, teacher support, resource and management efficiency, multiple evaluations, and other factors. To further strengthen quality assurance, it is necessary to optimize this system and popularize it, supplement process-management links, highlight social-value guidance, and improve the  \ntraining system for scientific-research ability by addressing the gap in high-level ability development.  \nIntroduction  \nCross-border education is an academic activity achieved by teachers and students, and through programs, institutions, or curricula across national boundaries (Knight et al., 2006; Rosa et al., 2015). In the process of its rapid development, it is essential to promote the expansion of top-notch education, which requires strengthening instructional-quality assurance. This is accomplished by the importing and exporting countries, and requires compatibility between their standards. (Hou, 2012). These corresponding standards must be maintained (Hou (Angela) et al., 2015) .  \nIn this regard, scholars have conducted both qualitative and quantitative research. They assert that quality assurance is the most important link in effective transnational education, and that applying a third-party evaluation system to assess cross-border education can effectively guarantee its quality. This means that importing countries shoulder an essential responsibility and should negotiate with education-exporting countries to formulate an assurance mechanism for the development of their education (Trifiro, 2018), to ensure it has the same quality as their instruction. Cross-border education, which plays an independent scholastic role, also needs to be accountable for ensuring that teaching activities, educational resources, teachers, courses, and the quality of student learning results meet the specified requirements.  \nThe model of cross-border higher education in China discussed in this article is that of educational institutions jointly established by foreign and Chinese educational institutions within the territory of the People's Republic of China, with Chinese citizens as the main target of enrollment (Ministry of Education of China, 2003) . To cultivate internationalized talent, SFCE promotes improvements in educational quality and internationalization through the localized introduction of foreign educational concepts and high-quality educational resources. As an essential form of internationalization in higher education, SFCE has distinctive characteristics in its quality assurance. At the same time, because this standard involves both Chinese and ","cbCaichtAG8OXYW7","https://ap.wps.com/l/cbCaichtAG8OXYW7","pdf",170927,17,"English","# Introduction\n## Literature Review","[{\"question\":\"What is the purpose of the study on SFCE quality assurance?\",\"answer\":\"The study examines the quality-assurance effect of Sino-foreign cooperative education from students’ perspectives and identifies factors that influence effectiveness, then proposes improvement strategies.\"},{\"question\":\"How was data collected in the Jiangsu Province case?\",\"answer\":\"The authors used a questionnaire survey, recovering 587 questionnaires and obtaining 546 valid responses for analysis.\"},{\"question\":\"Which factors were found to affect the quality-assurance effect of SFCE?\",\"answer\":\"The analysis indicates that curriculum, teacher support, resource conditions, management efficiency, multiple evaluations, and other factors influence the quality-assurance effect.\"}]","Analysis of the Quality Assurance Effect of Sino-Foreign Cooperative Education from the Perspective of Students - A Case Study in Jiangsu Province, China | PDF",1792065067,43]