Eryong Xue is Professor in China Institute of Education Policy, Faculty of Education, Beijing Normal University. Changjiang scholars (young scholars) awarded by the Ministry of Education in China. He is also Research Fellow of the center for science and technology and education development strategy in Tsinghua University. He is also Postdoctoral Fellow in the public administration of Tsinghua University. He has published more than 100 Chinese and English papers in the field of educational research. He has produced more than 100 CSSCI articles. More than 40 independent or co-authored consulting reports were adopted by decision-making departments or approved by leaders. He has presided over more than 10 national or provincial projects such as national social science fund, natural science fund, ministry of education humanities, and social science fund, Beijing philosophy and social science project, participated in 9 national or provincial key projects such as ministry of education philosophy and social science project, and 1 international cooperation project.
Jian Li is Assistant Professor of China Institute of Education and Social Development, Faculty of Education at Beijing Normal University. Dr. Li received her Ph.D. degree from Indiana University Bloomington, USA. Previously, Dr. Li served as Senior Research Consultant for Office of the Vice Provost for Educational Inclusion and Diversity, and in Associate Researcher positions at Project on Academic Success (PAS), Centre for Postsecondary Research at Indiana University, and Rural Education Action Project (REAP) of Stanford University. Dr.
Li's general area of scholarship is on the assessment of compulsory education. Within this general area, she has pursued four themes: compulsory education policy, globalization of higher education, higher education policy and management, undergraduate students' global learning performance assessment, faculty academic innovation perspective within higher education, and comparative higher education development as a framework for institutional research.