This book explores China's policy towards the European Union, using the case study of four member states from Central Europe: Poland, the Czech Republic, Hungary and Slovakia. Gabriela Pleschova documents China's strategic approach to engaging with these countries bilaterally and multilaterally, through intensified diplomatic and soft-power campaigns, upgrading them to strategic partners, offering loans and promising investments. China in Central Europe outlines how this particular approach has proven to be ineffective. Despite the allocation of significant resources to the development of relations with Central Europe, Pleschova argues that there is limited enthusiasm for China outside of a narrow circle of policy makers and business people who profit from engagement with China. Instead, Chinese influence has stirred criticism and created tensions among other groups, such as between Czech politicians and the local expert community on China, or among Hungarian citizens distrustful of their own government. Pleschova further argues that China has not impacted how Central Europe's representatives vote in the European Parliament and that support from some elites in Central Europe does not translate into wider backing for China in the EU. China can influence Central European countries' policy to some extent; however, if a fundamental issue arises, countries harden their position towards Beijing. Utilizing social science concepts to explain the puzzles from China-Central Europe relations, this book will be a valuable resource for scholars and students of international relations, Chinese studies, EU politics, and international law, as well as political and social scientists more generally. It will also be useful for professionals engaged in foreign policy decision-making.

Concerns about the quality of teaching and learning in higher education have given rise to teacher development programs and centers around the world. This book investigates the challenges and complexities of creating instructional development programs for present and future academics. Using case studies from a variety of countries including Estonia, Singapore, the United States and the United Kingdom, it examines issues that are important for higher education researchers as well as higher education managers. The book includes international responses to the need to improve teaching in higher education. It demonstrates many different ways success may be understood, and investigates what factors may influence the results of instructional development. Contributors use these factors to explain program success through theoretical frameworks. This book also provides input for higher-education managers by pointing out how the local context and both institutional and national policy-making may help or hinder the effective preparation of professors for their teaching responsibilities.

Concerns about the quality of teaching and learning in higher education have given rise to teacher development programs and centers around the world. This book investigates the challenges and complexities of creating instructional development programs for present and future academics. Using case studies from a variety of countries including Estonia, Singapore, the United States and the United Kingdom, it examines issues that are important for higher education researchers as well as higher education managers. The book includes international responses to the need to improve teaching in higher education. It demonstrates many different ways success may be understood, and investigates what factors may influence the results of instructional development. Contributors use these factors to explain program success through theoretical frameworks. This book also provides input for higher-education managers by pointing out how the local context and both institutional and national policy-making may help or hinder the effective preparation of professors for their teaching responsibilities.

This book examines under which conditions information technology can stimulate high-quality learning, in particular at the undergraduate level and in social science courses. It also reports on possible effects the use of technology might have on student learning. Ex-amples provided by the authors show that emerging technologies can be particularly help-ful while teaching large student groups or while teaching courses with rapidly changing content.