wang, W., & Li, M., & Jesiek, B. K., & Zhu, Q., & Yuan, J., & Lei, Q. (2014, June), Emergence of Engineering as a Discipline in Modern China: Separation of Confucian Liberal Learning from Technique  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20365

\bibitem{asee_peer_20365}
  wang, W., \& Li, M., \& Jesiek, B. K., \& Zhu, Q., \& Yuan, J., \& Lei, Q. (2014, June), \emph{Emergence of Engineering as a Discipline in Modern China: Separation of Confucian Liberal Learning from Technique}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--20365

wenjuan wang, Ming Li, Brent K Jesiek, Qin Zhu, Jian Yuan, and Qing Lei.  "Emergence of Engineering as a Discipline in Modern China: Separation of Confucian Liberal Learning from Technique".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/20365 Internet.  17 Jan, 2025

\bibitem{asee_peer_20365}
  wenjuan wang, Ming Li, Brent K Jesiek, Qin Zhu, Jian Yuan, and Qing Lei.
  "Emergence of Engineering as a Discipline in Modern China: Separation of Confucian Liberal Learning from Technique".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/20365 Internet.  17 Jan, 2025

@INPROCEEDINGS{asee_peer_20365
author = "wenjuan wang, Ming Li, Brent K Jesiek, Qin Zhu, Jian Yuan, and Qing Lei"
title = "Emergence of Engineering as a Discipline in Modern China: Separation of Confucian Liberal Learning from Technique"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/20365}
number = {10.18260/1-2--20365}
}

TY  - CPAPER
AB  -           On the Evolution of Chinese Engineering Education based on                     Historical Institutionalism, 1902-1922During the history of Chinese education, the evolution of engineering becoming an importantfield of higher education that is closely linked to the larger renewal of China’s educationalsystem. The Kui-Mao educational system, promulgated in 1902 as the first Western educationalsystem in modern China, included engineering education as part of a new national framework.To better understand the development of Chinese engineering education after this key event,some principles and methodologies of “historical institutionalism” are applied as an analytic lens,with a focus on engineering’s status as an independent discipline under the new policies.The evolution of engineering education in China during the formative period 1902-1922 is morespecifically divided into three historical stages. From 1902 to 1911, engineering educationinvolved establishing engineering as independent from other fields and bodies of knowledge.The period 1912 to 1916 witnessed the separation of knowledge rather than integration, and thebreaking of relations between engineering and humanities, including cancellation of theConfucian classics. From 1917 to 1922, some independent engineering universities and collegeswere born, as the educational system reform recognized the legitimacy of the universityorganized around a single field. For each stage, the influences of economic base, social cultureand the dialogue among civilizations of engineering education are analyzed based on thehistorical context, which shifted China from traditional society to modern society. The account isbased mainly on analysis of primary sources (e.g., original policy documents), and includesspecific examples of how the new educational system was implemented at certain schools.As we discuss, this historical period has lasting importance for the development of engineeringeducation in China. Of particular note is a fundamental and rapid shift from a more holistic andintegrated understanding of engineering and engineering education to a highly segmented andcompartmentalized approach adapted from the West. This paper provides an analysis frameworkand important historical case for historians of engineering education, engineering educators whowant to learn more about the development of Chinese engineering education, and engineeringeducation researchers who are interested in international comparisons of engineering education.Keywords: China, engineering education, historical institutionalism, history, policy,Westernization
AU  - wenjuan wang
AU  - Ming Li
AU  - Brent K Jesiek
AU  - Qin Zhu
AU  - Jian Yuan
AU  - Qing Lei
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Emergence of Engineering as a Discipline in Modern China: Separation of Confucian Liberal Learning from Technique
UR  - https://peer.asee.org/20365
DO  - 10.18260/1-2--20365
ER  -