1. Research on the development models of interdisciplinary graduate training under the background of new liberal arts construction. National Social Science Fund of China, 2021.
2. Research on the reform and development of graduate education in “Belt and Road” countries. Fund of Chinese Society of Academic Degrees and Graduate Education (Major Project), 2021.
3. Research on construction and application of “research study on traveling” curriculum development and tutor cultivation system. “Original Heart” Education Technology Company, 2022.
4. Report on the 20 years of the SQA Programme in China. Chinese Service Center for Scholarly Exchange, 2022.
5.Study on the quality of graduate education and its influence factors: to propel “Double First-class” construction by survey on satisfaction. Educational and teaching reforms of universities in Fujian province, 2020;
6.Research on supervision modes and supervisor-doctoral student relationship and its influence on the quality of postgraduate education. Fund of Chinese Society of Academic Degrees and Graduate Education (Key Project), 2017.
7. Construction of internal quality assurance system on graduate education: based on course evaluation (rank 3). Educational and teaching reforms of universities in Fujian province (Key Project), 2017;
8. Construction of measurement indicator system: Based on process quality in postgraduate education of the Chinese research universities, Open Fund of the National Higher Education Quality Monitoring Data Center (Guangzhou), 2016;
9. University teaching innovation in the “Internet+” era: From the perspective of comparative studies on faculty development in Taiwan, Hong Kong and Macao, Shanhai Fund, 2016;
10. Research on quality assurance of postgraduate education in Chinese research universities: From the perspective of supervisor-doctoral student relationship. National Social Science Fund of China (the 12th five-year plan on educational development), 2015;
11. Research on interdisciplinary talents training in graduate education: Status quo, system and mechanism. Fund of Chinese Society of Academic Degrees and Graduate Education, 2015.
12. Tracking study on quality of doctoral education in Xiamen University. Fund by Graduate School, Xiamen University, 2015.
13.Moral education in modern university. Fundamental Research Funds for the Central Universities, 2015.
14. Conception of university teachers’ academic responsibilities and construction of their academic ethics. China MOE grants for Humanity and Social Science Research, 2010.
15. The comparative study on honesty education for undergraduate students in Taiwan and Fujian. Project for social science development of Fujian province, 2010.
16. Research on the construction of academic duties of Chinese university teachers. Fundamental Research Funds for the Central Universities, 2010.
17. Fujian local chronicles on social science: Higher education research. Project for social science development of Fujian province, 2009.
1. Between utilitarianism and laissez-faire: The quality of doctoral training based on the perspective of supervisor-student relationship. Guangming Daily Press, 2022.
2. Constructing the internal quality assurance system for graduate courses. Academic Degrees and Graduate Education, 2022(6):60-69.
3. Model construction for teaching power of faculty members in blended learning environment: Analysis based on grounded theory. Research in Educational Development, 2022(9):71-79.
4. Connotation construction and implementation of university teachers’ professional ethics: A comparative study between China and the United States. Journal of Northwestern Polytechnical University(Social Sciences), 2022(2):55-67.
5. Go out to build a community with a shared future for mankind: Postgraduate education cooperation between China and ASEAN. Journal of Soochow University(Educational Science Edition), 2021(4):16-28.
6. The academic duty of universities teachers: A road of pilgrimage on drift sand. Xiamen University Press, 2019.
7. The effect of supervisors’ moral education and their role model on doctoral students’ socialization. Academic Degrees and Graduate Education, 2020(5):49-58.
8. How doctoral students in world-class universities make preparations for faculty career: Take the Wharton School’s teacher development program as an example. Research in Educational Development, 2020(11):69-75.
9. Reflection on the improvement of values education in colleges and universities. University Education Science, 2020(3):120-122.
10. Research on the MTCSOL Education quality from the perspective of foreign student source. Research on Graduate Education, 2020(6):39-45+75.
11.Research on the supervisory styles and their effects on the quality of postgraduate training. Journal of Higher Education, 2019(6):58-66. Reprinted by Higher Education, 2019, vol12.
12. The effects of supervisors’ personalities and examples on the quality of doctoral training. Research in Educational Development, 2019(23):34-41.
13. To facilitate of to expel underachievers: A case study on the formation of PhD qualifying mechanism and its effects. Journal of Higher Education, 2018(5):74-81.
14. Core Competencies and Approaches for Interdisciplinary Graduate Training. Academic Degrees and Graduate Education, 2018(5):61-67.
15. Innovation of training models in interdisciplinary postgraduate education: Focused on competence and identity. Journal of Xiamen University (Studies in Arts & Social Sciences), 2018(2):65-74.
16. Revision of the graduate programs from the perspective of changing the length of schooling. Journal of Higher Education, 2017(1):37-47.
17. High level graduate education as the traits of “building first-class universities and first-class disciplines”. Journal of Higher Education, 2016(7):104-109.
18. Process quality of postgraduate education and academic training: A comparative cross-cultural research on supervisor-doctoral student relationship. Academic Degrees and Graduate Education, 2016(10):62-66.
19. General education based on reading classic literature: Case study on core text curriculum as effective way to value education. Fudan Education Forum, 2016, 14(1):31-37. Reprinted by Education Digest, 2016, vol2.
20. The perspective of organization development to pursue teaching excellence and faculty development in Taiwan. China Higher Education Research, 2015(11):97-110.
21. Doctor or Matchmaker: The Positioning Problem of University Faculty Development Center. University Education Science, 2015(4):106-113.
22. How an excellent teacher be shaped: Taiwan’s experience on faculty development. Review of China Higher Education, 2014(5):192-202.
23. Teaching innovation in university: The implications from MOOCs----Challenges and responses from the perspective of teaching responsibility. Global Education, 2014(2):72-81.
24. Looking for the meaning of life: Development of life education in Taiwan and its implications. Research in Educational Development, 2013(12):80-84.
25. The effect of higher education internationalization policy in Korea and its implications. Global Education, 2013(5):115-121.
26. Shifu, master or boss: Faculty-graduate Student mentoring relationships in a research university. Journal of Higher Education Management, 2013(3):33-40. Reprinted by Education Digest, 2013, vol3.
27. Rethinking on the identity of Doctor of Education as a professional degree. Journal of Graduate Education, 2013(1):74-78.Reprintedby Abstract of Educational Research, 2013, vol2.
28. The construction of “service” responsibility of academics in research universities. Journal of Higher Education, 2012(3):42-47.
29. The transformation of knowledge paradigm and the mission of educational researchers: Action research on the course of qualitative research methods. Research on International Higher Education, 2012(1):1-5.
30. “Windows for growth” or “cold regulations”: A qualitative study on the tutorial system in a research university of mainland China. Renmin University of China Education Journal, 2011(1):48-65. Reprinted by Higher Education, 2011, vol10.
31. Approaches to the improvement of teacher ethics in research-oriented universities. Educational Research, 2010(7):88-94.
32. “Group of eight” in Australia under the background of marketization and its implications for China. Journal of HigherEducation,2010(1):94-99.
33. Characteristics of undergraduate teaching in research universities as viewed in the context of research and teaching relations. Journal of Higher Education, 2009(6):66-73.
34. Faculty academic profession in changing higher education governance reform in France. Journal of Higher Education, 2008(1):92-98.
35. Reflection on the restructuring of higher education system in Korea: Game of government’s control and marketization. Research in Educational Development, 2008(3-4):86-91. Reprinted by Higher Education, 2008, vol3.
36. Policy and implementation of university integration in Taiwan: An Analysis. Educational Research, 2005(7):59-64.
37. Analysis on university’s diversified structure of Taiwan, Hong Kong and Mainland China. Journal of Higher Education, 2005(5):91-96.
38. Focus and balance: The choices of university development policy in Taiwan, Hong Kong and Mainland China. Researches in Higher Education of Engineering, 2005(5):32-35.
39. The trends, problems and strategies of structure reform of graduate education in Korea. Academic Degrees and Graduate Education, 2004(5):55-60.
40. International comparison of postgraduate education in China and South Korea. Comparative Education Review, 2003(11):52-57.
41. Between utilitarianism and laissez-faire: Research on the supervisory styles and their effects on the quality of postgraduate training. Paper presented in the World Education Research Association focal meeting at the University of Tokyo, Tokyo, Japan, 2019.
42. To facilitate or to expel underachievers: A case study on the formation of PhD qualifying mechanism and its effects. Paper presented in the Hong Kong Educational Research Association 2018 conference at the Chinese University of Hong Kong, Hong Kong, 2018.
43. Core text in general courses: A qualitative study at a Chinese research university. Paper presented in the Association for Core Texts and Courses’ Summer Seminar Project at Columbia University and Yale University, New York & New Haven, USA, 2014.
44. How an excellent teacher be shaped: Taiwan’s experience on faculty development. Paper presented in the 2nd Global Teacher Education Summit at Beijing Normal University, Beijing, China, 2014.
45. Characteristics of Undergraduate Teaching in Chinese Research Universities as Viewed in the Context of Research and Teaching Relations. Paper presented in the ICED conference Enhancing Strategies for Global Quality Learning in Higher Education, Barcelona, Spain, 2010.
46. Teachers: Struggles in Teaching at Research Universities in China. Paper presented in the Chinese American Educational Research and Development Association Conference, Chicago, USA, 2007.
47. Building World-class Universities &Pursuing Excellence: Comparative Studies of University Development Policy in Hong Kong, Taiwan & Mainland China. Paper presented in the conference of the Comparative and International Education Society, Hawaii, USA, 2006.
