Hydrology education at Chinese universities: a comparative case study between Hohai University and the University of Arizona

Hydrology, the study of water in all its forms and locations, is crucial given China's increasing water security issues stemming from rapid development, urbanization, population growth, and climate change. Hydrologists require interdisciplinary skills, encompassing earth science, environmental science, engineering, and social sciences. China currently lacks sufficient practitioners with such well-rounded hydrological talents needed for Integrated Water Resources Management (IWRM). This necessitates improved hydrology education to meet labor market demands and address complex water challenges. Hohai University, China's oldest hydrology program, and the University of Arizona, a leading US program, are chosen for this comparative case study to highlight the challenges and opportunities for improving hydrology education in China. The study addresses a literature gap by comparing hydrological education in China and the United States.

The evolution of hydrology is discussed, tracing its historical ties to civil engineering in the early 20th century to its current emphasis on interdisciplinarity. Early hydrology education focused on engineering skills, neglecting other important aspects like biology, geography, and ecology. The changing requirements for hydrologists are highlighted, emphasizing the need for a broader, interdisciplinary approach that includes expertise in natural sciences, engineering, economics, and social sciences. The importance of field and laboratory experience in conjunction with theoretical knowledge is stressed. Various successful interdisciplinary training programs and resources, such as WaterNet, MOCHA, Research4Life, and WHIP, are mentioned as examples of successful approaches to address the challenges and limitations of traditional hydrological education. However, the need for a balance between specialized and interdisciplinary training is also pointed out.

This qualitative research employs a comparative case study design, combining exploratory and descriptive research methods. Hohai University and the University of Arizona are selected as case studies due to their historical significance in hydrology education, differing educational philosophies, and varying resource allocation. Data sources include secondary data from websites (ministries of education, universities, statistical bureaus) and publications (statistical yearbooks, educational planning documents). Data analysis uses document analysis to identify patterns, differences, and similarities in the two educational systems. Key factors analyzed include research output (publications), disciplinary settings, textbook use, R&D expenditure, student-teacher ratios, and faculty qualifications. Excel is used for data visualization and trend analysis.

The study reveals significant differences between hydrology education in China and the United States. While American institutions consistently publish far more research on water resources (as shown by the graph in Figure 1), this difference is gradually shrinking. Hohai University has a centralized water science program, whereas the University of Arizona's is more scattered across various colleges. The differences in textbook selection are also substantial: China uses a unified national bibliography, while US universities use a more flexible approach, allowing for more updated materials. Figure 4 illustrates that R&D expenditure in US research universities consistently surpasses that in China. Student-to-teacher ratios are higher in China (Figure 5), and the percentage of professors is much lower (Figures 6 and 7) compared to US universities. These differences are analyzed further in Figure 8. The analysis shows that Chinese hydrology education remains heavily focused on hydrological engineering, neglecting the scientific and interdisciplinary aspects. The traditional teaching methods in China, often involving 'cramming', hinder critical and creative thinking, while the lack of field and laboratory experience limits practical skills. There are disparities in the availability of updated teaching materials, and sufficient teaching resources and facilities are lacking in China.

The findings highlight a critical need for reform in Chinese hydrology education. The lack of financial support is identified as the root cause of many problems, including the high student-teacher ratios, underqualified faculty, and inadequate resources. The centralized, engineering-focused approach of Hohai University contrasts with the more flexible, interdisciplinary approach of the University of Arizona. The comparison emphasizes the importance of interdisciplinary integration and the need to improve the quality of teaching resources and facilities. The current situation limits the development of well-rounded hydrologists capable of addressing complex water challenges. The study's findings have implications for policy and resource allocation regarding hydrology education in China.

This study reveals significant constraints on hydrology education in China, primarily stemming from insufficient financial support. The comparison with the University of Arizona highlights the need for a paradigm shift towards a more interdisciplinary and practice-oriented approach. Solutions include increased financial investment, faculty development, and the adoption of collaborative online learning programs to address resource limitations. Fostering interdisciplinary collaborations, diversifying educational settings, and adapting curricula to local needs are crucial for improving the quality of hydrology education in China. Future research could explore the effectiveness of implementing these suggested solutions.

The study is limited by its reliance on secondary data and the selection of only two universities for the comparative analysis. While the chosen universities are representative, generalizing these findings to all Chinese universities might not be fully accurate. Furthermore, the data used for comparison might not fully capture the nuances of the educational processes involved.