Product Description China's system of higher education has experienced significant expansion over the past two decades. Notably, the Chinese government 'Guideline for Medium and Long Term Education Reform and Development (2010-2020)' emphasizes the importance of globalization and internationalization for the future development of China's higher education system. As a result, the massification of Chinese higher education has made the country's academic system as the number one in the world in terms of undergraduate and graduate enrollments. In this book, the author explores the Ministry of Education (MOE) recent reforms and attempts to nurture a new learning culture towards 21st century learning including the imposition of structure, processes, and student learning to promote creativity and enact change in Chinese higher education. More specifically, the author examines the effects of college environment (e.g., academic, campus, interpersonal) on students' learning and living experience at two aspiring "world-class" research universities in China. Past research suggests that the college environment is not good enough to sustain a world-class academic culture (Altbach & Wang, 2012). Generally, the Chinese academic environment is commonly known to be full with plagiarism, cheating on examinations, and other elements of corruption. As such, identifying factors or variables associated to high quality learning and outcomes of the environment is essential towards enhancing the educational experiences and outcomes of China's system while improving college student learning and development in the age of global time. Incorporating Jamil Salmi's (2009) conceptual framework of 'world-class universities', this book explores the relationship between the quality and satisfaction of Chinese students' learning and living experience, and the impact of those outcomes on the capacity to develop "world-class" research universities in China. A cross-national survey from the "2010 Stu