Zeng Lin was born in Wuhan, China in 1953. As a full professor, he is jointly appointed by Wuhan University in China and Illinois State University in the United States. After starting his career as a high school math teacher, he later became a school administrator. In the early 1980s, he had an opportunity to teach at Wuhan University, where he remained for roughly six years. In pursuit of excellence, he moved to Canada to obtain a second master’s degree at McGill University and then a Ph.D. at York University. After three years of teaching at Lakehead University in Canada, he was promoted to associate professor with tenure. As risk taking has always been part of his life, with a confidence in calculated risk stemming from his expertise in social statistics and sociology of education, and with the help of his wife and daughter, he moved to Illinois State University in 2001. On May 8th, 2013, he moved back to Wuhan University from which he graduated. Dr. Zeng Lin has extensive experience in large-scale data analysis. As the result of his broad research activities, he has published co-authored books, several book chapters, and numerous journal articles in both English and Chinese.
Selected Publications
Lin Z. & Hao J. (2015 July). American Undergraduates’ Perceptions of China’s Education. China Higher Education Research, pp 53-58.
Lin, Z. & Ten, Y. (2015 May). A Risk Analysis of selection of discipline and income disparity
among American University graduates. Wuhan University Journal, Vol 68, No. 3, May,
2015, pp.105-110.
Lin， Z. & Jiang，Y., (2015, March). Source of differences between Chinese and Western Cultures:
The contrary concept of space and time on the relationship between large and small. Journal of
Jianghan Forum, Wuhan, China, No 441, pp. 37- 40.
Lin， Z. （2013, December）. Data and Decision Making: Practice and Enlightenment of
Institutional Research at ISU. Tsinghua Journal of Education, pp. 76-84.
Lin， Z. （2013, September）. A Pathway to Break through the Barrier of Family Background：A
comparative Research on Faculty Social Mobility in China and the United States. China Higher
Education Research, pp. 52-61.
Lin， Z. (2011, April). How do you know when a small sign can predict a great trend? Searching for
Causality in Educational Technology Research. Journal of Distance Education, Hangzhou,
China, Volume 29, No 2, pp. 25- 31.
Lin， Z. (2010, December). How Do American Universities Cope with Faculty Hiring When Facing
Fiscal Crisis? Part Time Faculty and Tenure System. Tsinghua Journal of Education, Volume
41, no 4, pp. 89-97.
Lin, Z, & Gao, Y. (2010，August). A Comparative Study of Refereed Journal Articles Published by
Native and Foreign Born Faculty in the United States. US-China Education Review.
Chicago，Volume 7, No 8, pp. 78- 86.
Lin, Z. (2010, April). From Distance Education to Education Online：Where Will the Web-based
Technology in a Risk Society lead Education in the Future? Journal of Distance Education,
Hangzhou, China, Volume 28, No 2, pp. 3- 11.
Lin, Z. (2009, December). Essence of a PhD Dissertation: A Balanced Integration of East-West
Research Methods. Journal of Higher Education. Wuhan, China，Volume 30, Issue 12，pp.
52- 57.
Lin, Z. (2009, August). How Does Age influence Research Ability? A Report from Full Time
Science Faculty in American Universities. Studies in Science of Science. Beijing, China, Vol.
27(8), pp. 1154-1164.
Lin, Z., Pearce, R., & Wang, W. (2009, May). Imported Talents: Demographic Characteristics,
Achievement and Job Satisfaction of Foreign Born Full Time Faculty in Four-Year American
Colleges. Higher Education. Netherlands: Kluwer Academic Publishers, Volume 57, Issue 6,
pp. 703-721.
Gardner, D. C., & Lin, Z. (in Press). Principals’ Visions of Schooling before and after No Child Left
Behind. Journal for Effective Schools.
Lin, Z. (2009, January). Age and Research Capacity: Full Time Faculty in American Universities.
Journal of Peking University Education Review. Beijing, China, Vol. 7, pp. 108-123.
Lin, Z., & Gao, Y. (2008, July). Behind the Advanced American Higher Education System：A
Comparative Study of Refereed Journal Articles Published by Native and Foreign Born
Faculty Members. Journal of Higher Education. Wuhan, China (Vol 29，Issue 7), pp.21-29.
Pearce, R., & Lin, Z. (2007, February). Chinese American Post-Secondary Achievement and
Attainment: A Cultural and Structural Analysis. Educational Review. Birmingham, UK,
Vol. 59, Number 1, pp. 19-36.
Lin, Z., Gardner, D. C. (2006, Fall/Winter). Benchmarking Teacher Education: A Comparative
Assessment of the Top Ten Teacher-Producing Universities’ Contributions to the Teacher
Workforce. Planning and Changing: An Educational Leadership and Policy Journal, Vol. 37,
No. 3&4, 2006, pp. 258-282.
Lin, Z., Gardner, D. C., & Vogt, P. (2005). Charter Schools in an Arena of Competitive Educational
Reforms: An Analysis of the1999-2000 Schools and Staffing Survey. Journal of Mid-
Western Researcher, Vol. 18, Number 2, Spring 2005, pp 2-15.
Pearce, R., & Lin, Z. (2005). Cultural Capital and Postsecondary Educational Attainment among
White and Chinese Americans: An Analysis of NELS 1988-2000. Asian American Policy
Review, Vol. XIV, 2005, pp 19-37.
Lin, Z., Sweet, R., & Anisef, P. (2003). Consequences and Policy Implications for University
Students Who Have Chosen Liberal or Vocational Education in Canada: Labour Market
Outcomes and Employability Skills. Higher Education Policy, 2003, Vol. 16, pp 55-85.
Axelrod, P., Anisef, P., & Lin, Z. (2001). Against All Odds? The Enduring Value of Liberal
Education in Universities, Professions, and the Labour Market. Canadian Journal of Higher
Education, Vol. XXXI, No. 2, pp. 47-78.
Rajagopal, I., & Lin, Z. (1996). Hidden Careerists in Canadian Universities. Higher Education 24,
pp. 247-266. Netherlands: Kluwer Academic Publishers.
Su, T. T., Lin, Z, & Liu, Z. G. (1996). China’s Increasing Integration into the World Economic
System from 1970 to the Early 1990s. Asian Profile, Vol. 24, No. 5, October, pp. 375-391.
Anisef, P., Ashbury, F. D., Bischoping, K., & Lin, Z. (1996). Post-Secondary Education and
Underemployment in a Longitudinal Study of Ontario Baby Boomer. Higher Education Policy,
Winter, Vol. 9, No 2, pp. 159-174.
