Professor Ming Cheng

Name: Professor Ming Cheng
Current position: Professor of Higher Education
Email: chengm@edgehill.ac.uk
Location: Ormskirk Main Campus, Faculty of Education
Twitter: @MingCheng8

Biography:

Professor Ming Cheng joined the Faculty of Education in November 2018. She has over 13 years’ international experience of teaching and research in British and Chinese universities.

Ming is an active peer reviewer for eleven international journals and serves as an editorial board member for international journal Quality in Higher Education. She was nominated for the Erik de Corte Award by European Association for Research on Learning and Instruction (EARLI) in 2013 and she received Society for Research into Higher Education (SRHE) Newer Researchers Prize in 2010. She has a track record of winning research grants from external funding bodies including The Quality Assurance Agency for Higher Education (QAA), Higher Education Academy (HEA), QA-QE SIG funding, Society for Research into Higher Education (SRHE), and Arts and Humanities Research Council (AHRC).

Professor Cheng is interested in exploring ways of improving the quality of university education, enhancing academics’ professionalism, and improving students’ learning experiences. Her most recent monograph is entitled Quality in Higher Education: Developing a Virtue of Professional Practice.

Qualifications:

  • PhD in Higher Education Studies (2008), University of Bristol, UK
  • MA in Educational Studies (2004), University of York, UK
  • BA in Business English (2000), Zhengzhou University, China

Research interests:

  • quality and quality assurance
  • university internationalisation strategy
  • international student learning and social experiences
  • graduate employability
  • university governance
  • academic professionalism
  • postgraduate learning and supervision

Publications – monographs

• Cheng, M. (2016). Quality in Higher Education: Developing a Virtue of Professional Practice. Rotterdam: Sense.
• Cheng, M. (2009). Changing Academics: Quality Audit and its Perceived Impact. Saarbrücken, Germany: VDM Verlag.

Journal articles (refereed)

  •  Tong, K., Yuan, Q., Zhou, Q, K., & Cheng, M. (2018). Effectiveness of the System of Supervision and Inspection of Teaching and Learning. Teacher Education Research, 30(5): 23-27.
  • Shah, M., & Cheng, M. (2018). Exploring Factors Impacting Student Engagement in Open Access Courses, Open Learning: The Journal of Open and Distance Learning.
    https://doi.org/10.1080/02680513.2018.1508337
  • Cheng, M., Andrew Friesen., & Olalekan Adekola. (2018). Using Emotion Regulation to Cope with Challenges: A Study of Chinese Students in the United Kingdom. Cambridge Journal of Education, https://www.tandfonline.com/doi/abs/10.1080/0305764X.2018.1472744?journalCode=ccje20
  • Pringle Barnes, G., & Cheng, M. (2018). Working independently on the dissertation proposal: Experiences of international Masters’ students. Journal of Further and Higher Education, available at: https://www.tandfonline.com/eprint/CMS5RJYEgV5MqvcCrKVj/full
  • Cheng, M., Adekola, O., Shah, M., & Valyrakis, M. (2018). Exploring Chinese students’ experience of curriculum internationalisation: A comparative study of Scotland and Australia. Studies in Higher Education, 43(4): 754-768.
  • Cheng, M. (2017). Reclaiming quality in higher education: A human factor approach. Quality in Higher Education, 23(2): 153-167.
  •  Cheng, M., Osborne, M., & Kitagawa, F. (2017). The evolution of internationalisation strategy: A case study of the University of Nottingham. International Journal of Knowledge-Based Development, 8(3): 292-308.
  • Shah, M., Cheng, M., & Fitzgerald, R. (2017). Closing the loop on student feedback: The case of Australian and Scottish universities. Higher Education, 74(1): 115-129.
  • Tong, K., Yuan, Q., Chen, W., & Cheng, M. (2017). Reflections on Improving the System of Supervision and Inspection of Teaching and Learning at Higher Education Institutions. Teacher Education Research, 29(5): 64-68.
  • Cheng, M., Taylor, J., Williams, J., & Cong, T. (2016). Student satisfaction and perceptions of quality: Testing the linkages for PhD students. Higher Education Research & Development, 35(6): 1153-1166.
  • Gunn, V. & Cheng, M. (2015). Quality enhancement: Governing student learning. Higher Education Review. 47(2): 74-93.
  • Cheng, M. (2014). Quality as transformation: Educational metamorphosis. Quality in Higher Education. 20(3): 272-289.
  • Cheng, M. (2012). Accountability and professionalism: Contradiction in terms? Higher Education Research and Development. 31(6): 1-11.
  • Cheng, M. (2011a). ‘Transforming the learner’ versus ‘passing the exam’? Understanding the gap between academic and student definitions of teaching quality. Quality in Higher Education. 17(1): 3-17.
  • Cheng, M. (2011b). The perceived impact of quality audit on the work of academics. Higher Education Research and Development. 30(2): 179-191.
  • Cheng, M. (2010). Audit cultures and quality assurance mechanisms in England: A case study of their perceived impact on the work of academics. Teaching in Higher Education. 15(3): 259-271.
  • Cheng, M. (2009a). Academics’ professionalism and quality mechanisms: Challenges and tensions. Quality in Higher Education, 15(3):193-205.
  • Wisker, G., Morris, C., Warnes, M., Lilly, M., Robinson, G., Trafford, V. & Cheng, M. (2009b). Doctoral learning journeys: supporting and enhancing doctoral students’ research and related skills development through research evidence-based practices. Assessment, Learning & Teaching Journal 5: 19-22.
  • Macfarlane, B. and Cheng, M. (2008). Communism, universalism and disinterestedness: re-examining contemporary support among academics for Merton’s scientific norms. Journal of Academic Ethics 6(1): 67-78.

Book chapters:

  • Cheng, M., Adekola, O. A., Barnes, G. P & Tian, L. H. (2019). The Perceived Impact of Intercultural Awareness on Peer Interaction: Study of a UK University. In Pritchard, R. M. O. et al (eds) The Three C-s of Higher Education: Competition, Collaboration and Complementarity. Budapest: CEU Press, pp. 169-184.
  • Osborne, M., Duke, C., Kitigawa, F., & Cheng, M. (2014). The internationalisation strategy of the University of Nottingham (UK) and the establishment of campuses in Asia. In: Study on Innovation in Higher Education: Annexes. Publications Office of the European Union, Luxembourg, pp. 2-22.
  • Cheng, M. (2013). Professionalising teaching identity and teaching ‘excellence’ schemes. In Gornall, et al (eds). Academic Working Lives: Experience, Practice and Change. London: Bloomsbury, pp. 162-169.

Published reports:

  • Cheng, M., Barnes, G. P., Edwards, C., Valyrakis, M., Corduneanu, R., & Koukou, M. (2015a). Transition Skills and Strategies: Transition Models and how Students Experience Change. Glasgow: QAA. Retrieved at: http://enhancementthemes.ac.uk/enhancement-themes/current-enhancement-theme/transition-skills
  • Cheng, M., Barnes, G. P., Edwards, C., Valyrakis, M., & Corduneanu, R. (2015b). Transition Skills and Strategies: Key Transition Skills. Glasgow: QAA. Retrieved at: http://enhancementthemes.ac.uk/enhancement-themes/current-enhancement-theme/transition-skills
  • Cheng, M., Barnes, G. P., Edwards, C., Valyrakis, M., & Corduneanu, R. (2015c). Transition Skills and Strategies: Key Transition Skills at the Different Transition Points. Glasgow: QAA. Retrieved at: http://enhancementthemes.ac.uk/enhancement-themes/current-enhancement-theme/transition-skills
  • Cheng, M., Barnes, G. P., Edwards, C., Valyrakis, M., & Corduneanu, R. (2015d). Transition Skills and Strategies: Critical Self-Reflection. Glasgow: QAA. Retrieved at: http://enhancementthemes.ac.uk/enhancement-themes/current-enhancement-theme/transition-skills
  • Cheng, M., Barnes, G. P., Edwards, C., Valyrakis, M., & Corduneanu, R. (2015e). Transition Skills and Strategies: Self-Efficacy. Glasgow: QAA. Retrieved at: http://enhancementthemes.ac.uk/enhancement-themes/current-enhancement-theme/transition-skills
  • Wisker, G., Morris, C., Cheng, M., Masika, R., Warnes, M., Trafford, V., Robinson, G, Lilly, J. (2010). Doctoral Learning Journeys. Retrieved at: https://www.heacademy.ac.uk/resources/detail/ntfs/Projects/Doctoral_Learning_Journeys

International newspaper articles:

Recent invited keynote speech and workshops:

  • Cheng, M. (2018). Enhancing Quality in Higher Education: A Human Factor Approach. Tongji University, Shanghai, China, 3 July 2018.
  • Cheng, M. (2018). Chinese students in the UK: Experiences of curriculum internationalisation and intercultural awareness. Chinese Educational Research Association, held at Institute of Education, UCL, 14-15 June 2018.
  •  Cheng, M. (2017). Quality in Higher Education: Developing a Virtue of Professional Practice. Fudan University, China, 30 March 2017.
  •  Cheng, M. (2018). Writing your PhD into monographs and disseminating your research through non-traditional writing. BERA-BAICE Writing for Publications Workshop, held at King’s College London. 2 March 2018.

Recent conference presentations:

  • Cheng, M. (2018). The Perceived Effect of Intercultural Awareness on Peer Interaction: A Study of a British University. Comparative and International Education Society Conference. Mexico City, Mexico, 25-29 March 2018.
  • Cheng, M. (2017). The Perceived Effect of Intercultural Awareness on Peer Interaction: A Study of a British University. European Educational Research Association Conference. Copenhagen, Denmark, 22-25 August 2017.
  • Cheng, M. & Linghui Tian (2017). Assessment Design in Deep Teaching: A Key to Effective Deep Learning. Chinese Higher Education Development Network. Shanghai, China, 7-9 July 2017.
  • Cheng, M. (2016). Exploring Chinese Students’ Experience of Curriculum Internationalisation: A Comparative Study of Scotland and Australia. European Educational Research Association Conference. Dublin, Ireland, 22-26 August 2016.
  •  Cheng, M., Kitagawa, F., Osborne, M., & Duke, C. (2015). Internationalisation as University Business Model Innovation: A Case Study of the University of Nottingham. Consortium of Higher Education Researcher (CHER). Lisbon, Portugal, 7-9 September 2015.
  • Cheng, M., Kitagawa, F., Osborne, M. Duke, C. (2015). Exploring the Engagement of Transnational University with Local Communities: A Study of the University of Nottingham. PASCAL conference. Catania, Italy. 7-9 October 2015.

Secured Funding:

  • 2019 Supporting Young People to Become International Creative Talents: Educational Enterprise Collaborations between Shanghai and Liverpool, funded by Arts & Humanities Research Council (AHRC) UK-China Creative Industries Partnership Development Grant. (Ming Cheng as PI). £25,000.00