Ming Cheng

Professor Ming Cheng

Professor of Higher Education




Ming Cheng is a Professor of Higher Education at the Sheffield Institute of Education. She has over 15 years’ international experience of teaching and research in British and Chinese universities.

Ming is interested in exploring ways of improving the quality of university education, enhancing academics’ professionalism, and improving students’ learning experiences.

Her work has been published in Higher Education, Studies in Higher Education, Quality in Higher Education, Higher Education Research and Development, Teaching in Higher Education and the Journal of Further and Higher Education. Her research has featured in the University World News and the Economist Group.

Ming has a track record of winning research grants from external funding bodies such as Quality Assurance Agency (QAA), Higher Education Academy (HEA), QA-QE SIG funding, Society for Research into Higher Education (SRHE), British Association for International and Comparative Education (BAICE), and Arts and Humanities Research Council (AHRC). She recently received the 2020 Innovative Research in International Education Award issued by NAFSA’s Teaching, Learning, and Scholarship Knowledge Community (TLS KC).


Sheffield Institute of Education

College of Social Sciences and Arts


Journal articles

Jin, G., Cai, S., & Cheng, M. (2023). Exploring the effectiveness of flipped classroom on STEM student achievement: A meta-analysis. Technology Knowledge and Learning. http://doi.org/10.1007/s10758-023-09700-7

Albia, J., & Cheng, M. (2023). Re-examining and developing the notion of academic citizenship: a critical literature review. Higher Education Quarterly. http://doi.org/10.1111/hequ.12428

Cheng, M., Adekola, O., Albia, J., & Cai, S. (2022). Employability in higher education: a review of key stakeholders' perspectives. Higher Education Evaluation and Development, 16 (1), 16-31. http://doi.org/10.1108/heed-03-2021-0025

Cheng, M. (2022). Promoting acts of kindness on campus: views of Chinese international students in the UK. Intercultural Communication Education, 5 (1), 17-32. http://doi.org/10.29140/ice.v5n1.495

Cheng, M., & Al Shukaili, J. (2022). Ensuring quality of offshore programmes: views and expectations of key stakeholders in Oman. Quality in Higher Education, 1-19. http://doi.org/10.1080/13538322.2021.2024273

Shah, M., Mahadevan, K., & Cheng, M. (2022). Poaching international students? A study of an Australian university with metropolitan campuses. Perspectives: Policy and Practice in Higher Education, 26 (1), 28-37. http://doi.org/10.1080/13603108.2021.1958265

Cheng, M. (2021). Shifting trends in international student mobility: embracing diversity and responding to change. Trends & Insights. https://www.nafsa.org/professional-resources/research-and-trends/shifting-trends-international-student-mobility-embracing

Zhong, W., & Cheng, M. (2021). Developing critical thinking: experiences of Chinese international students in a Post-1992 university in England. Chinese Education & Society, 54 (3-4), 95-106. http://doi.org/10.1080/10611932.2021.1958294

Yu, Y., Cheng, M., & Xu, Y. (2021). Understanding international postgraduate students’ educational mobility to China: an ecological systematic perspective. Higher Education Research & Development, 41 (6), 2137-2153. http://doi.org/10.1080/07294360.2021.1973383

Cheng, M., & Liu, D. (2021). Employment and academic and social integration: the experiences of overseas Chinese students and scholars. Chinese Education & Society, 54 (3-4), 91-94. https://www.tandfonline.com/doi/full/10.1080/10611932.2021.1958295

Valyrakis, M., Latessa, G., Koursari, E., & Cheng, M. (2020). Floodopoly: enhancing the learning experience of students in water engineering courses. Fluids, 5 (1). http://doi.org/10.3390/fluids5010021

Pringle Barnes, G., & Cheng, M. (2019). Working independently on the dissertation proposal: experiences of international Master’s students. Journal of Further and Higher Education, 43 (8), 1120-1132. http://doi.org/10.1080/0309877x.2018.1450965

Shah, M., & Cheng, M. (2019). Exploring factors impacting student engagement in open access courses. Open Learning: The Journal of Open, Distance and e-Learning, 34 (2), 187-202. http://doi.org/10.1080/02680513.2018.1508337

Cheng, M., Friesen, A., & Adekola, O. (2019). Using emotion regulation to cope with challenges: a study of Chinese students in the United Kingdom. Cambridge Journal of Education, 49 (2), 133-145. http://doi.org/10.1080/0305764x.2018.1472744

Cheng, M., Adekola, O.A., 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. http://doi.org/10.1080/03075079.2016.1198894

Cheng, M., Kitagawa, F., & Osborne, M. (2017). The evolution of internationalisation strategy: a case study of the University of Nottingham. International Journal of Knowledge-Based Development, 8 (3), 292-308. http://doi.org/10.1504/ijkbd.2017.10007519

Cheng, M., Kitagawa, F., & Osborne, M. (2017). The evolution of internationalisation strategy: a case study of the University of Nottingham. International Journal of Knowledge-Based Development, 8 (3), 292. http://doi.org/10.1504/ijkbd.2017.086406

Cheng, M. (2017). Reflections on Improving the System of Supervision and Inspection of Teaching and Learning at Higher Education Institutions. Teacher Education Research.

Cheng, M. (2017). Reclaiming quality in higher education: a human factor approach. Quality in Higher Education, 23 (2), 153-167. http://doi.org/10.1080/13538322.2017.1358954

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. http://doi.org/10.1007/s10734-016-0032-x

Cheng, M., Taylor, J., Williams, J., & Tong, K. (2016). Student satisfaction and perceptions of quality: testing the linkages for PhD students. Higher Education Research & Development, 35 (6), 1153-1166. http://doi.org/10.1080/07294360.2016.1160873

Gunn, V., & Cheng, M. (2015). Quality enhancement: governing student learning. Higher Education Review, 47 (2), 74-93. https://core.ac.uk/display/74366619?utm_source=pdf&utm_medium=banner&utm_campaign=pdf-decoration-v1

Cheng, M. (2014). Quality as transformation: educational metamorphosis. Quality in Higher Education, 20 (3), 272-289. http://doi.org/10.1080/13538322.2014.978135

Cheng, M. (2012). Accountability and professionalism: a contradiction in terms? Higher Education Research & Development, 31 (6), 785-795. http://doi.org/10.1080/07294360.2011.653960

Cheng, M. (2011). ‘Transforming the learner’ versus ‘passing the exam’: Understanding the gap between academic and student definitions of quality. Quality in Higher Education, 17 (1), 3-17. http://doi.org/10.1080/13538322.2011.554634

Cheng, M. (2011). The perceived impact of quality audit on the work of academics. Higher Education Research & Development, 30 (2), 179-191. http://doi.org/10.1080/07294360.2010.509764

Cheng, M. (2010). Audit cultures and quality assurance mechanisms in England: a study of their perceived impact on the work of academics. Teaching in Higher Education, 15 (3), 259-271. http://doi.org/10.1080/13562511003740817

Wisker, G., Morris, C., Warnes, M., Lilly, J., Robinson, G., Trafford, V., & Cheng, M. (2009). Doctoral learning journeys: supporting and enhancing doctoral students' research and related skills development through research evidence-based practices. Assessment, Learning & Teaching Journal, 19-22. https://core.ac.uk/download/pdf/29019236.pdf

Cheng, M. (2009). Academics’ Professionalism and Quality Mechanisms: Challenges and Tensions. Quality in Higher Education, 15 (3), 193-205. http://doi.org/10.1080/13538320903343008

Macfarlane, B., & 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. http://doi.org/10.1007/s10805-008-9055-y

Cheng, M. (n.d.). The chain of cultural disdain: Demystifying the patterns of intercultural interactions on University Campuses in China. Journal of Studies in International Education.

Book chapters

Cheng, M., Adekola, O.A., Barnes, G.P., & Tian, L. (2019). The perceived impact of intercultural awareness on peer interaction: study of a UK university. In Pritchard, R.M.O., O’Hara, M., Milsom, C., Williams, J., & Matei, L. (Eds.) The Three Cs of Higher Education Competition, Collaboration and Complementarity. (pp. 169-184). Central European University Press: https://ceupress.com/book/three-cs-higher-education

Directorate-General for Education, Youth, Sport and Culture (Eu, , LSE, , & Panteia, (2015). 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: http://doi.org/10.2766/65992

Cheng, M. (2014). Professionalizing Teaching Identity and Teaching ‘Excellence’ Schemes. (pp. 162-169). Bloomsbury Publishing Plc: http://doi.org/10.5040/9781472552730.ch-017


Cheng, M. (2016). Quality in Higher Education. SensePublishers. http://doi.org/10.1007/978-94-6300-666-8

Cheng, M. (2009). Changing academics: quality audit and its perceived impact. VDM Verlag. https://www.amazon.co.uk/Changing-Academics-Quality-Perceived-Impact/dp/3639134273/ref=sr_1_1?crid=2AJHEZE3UA26H&keywords=changing+academics%3A+quality+audit+and+its+perceived+impact.&qid=1665339129&qu=eyJxc2MiOiIwLjc5IiwicXNhIjoiMC4wMCIsInFzcCI6IjAuMDAifQ%3D%3D&sprefix=%2Caps%2C62&sr=8-1


Cheng, M., Pringle Barnes, G., Edwards, C., Valyrakis, M., Corduneanu, R., & Koukou, M. (2023). Transition Skills and Strategies: Transition Models and how Students Experience Change. Glasgow: QAA Scotland. https://www.enhancementthemes.ac.uk/docs/ethemes/student-transitions/transition-models-and-how-students-experience-change.pdf

Cheng, M., Pringle Barnes, G., Edwards, C., Valyrakis, M., & Corduneanu, R. (2023). Transition Skills and Strategies: Key Transition Skills. Glasgow: QAA Scotland. https://www.enhancementthemes.ac.uk/docs/ethemes/student-transitions/key-transition-skills.pdf

Cheng, M., Pringle Barnes, G., Edwards, C., Valyrakis, M., & Corduneanu, R. (2023). Transition Skills and Strategies: Key Transition Skills at the Different Transition Points. Glasgow: QAA Scotland. https://www.enhancementthemes.ac.uk/docs/ethemes/student-transitions/skills-at-different-transition-points.pdf

Cheng, M., Pringle Barnes, G., Edwards, C., Valyrakis, M., & Corduneanu, R. (2023). Transition Skills and Strategies: Critical Self-Reflection. Glasgow: QAA Scotland. https://www.enhancementthemes.ac.uk/docs/ethemes/student-transitions/critical-self-reflection.pdf

Cheng, M., Pringle Barnes, G., Edwards, C., Valyrakis, M., & Corduneanu, R. (2023). Transition Skills and Strategies: Self-Efficacy. Glasgow: QAA Scotland. https://www.enhancementthemes.ac.uk/docs/ethemes/student-transitions/self-efficacy.pdf

Wisker, G., Morris, C., Cheng, M., Masika, R., Warnes, M., Trafford, V., ... Lilly, J. (2010). Doctoral Learning Journeys. Final Report. National Teaching Fellowship Scheme, Higher Education Funding Academy. https://www.brighton.ac.uk/_pdf/research/education/doctoral-learning-journeys-final-report-0.pdf

Internet Publications

Cheng, M., & Adekola, O. (2022). It’s not all rosy for Chinese students: kindness can help. https://www.universityworldnews.com/post.php?story=20221125092310439

Cheng, M. (2021). What do international students want? How can we best support them? https://network.nafsa.org/blogs/cindy-xinquan-jiang1/2021/01/29/mingcheng

Cheng, M. (2017). Against a managerialist approach to higher education. https://www.universityworldnews.com/post.php?story=20170216075035683

Cheng, M. (2016). Why curriculum internationalisation isn’t working. https://www.universityworldnews.com/post.php?story=20161129230920680

Other activities

•.   Active peer reviewer for eleven international journals
•.   Editorial board member for international journal Quality in Higher Education
•    Associate Editor for Higher Education Evaluation and Development
•    Member of British Educational Research Association (BERA) Engagement Committee


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