Chinese Education and Society最新文献

{"title":"Study of the Structure of Abilities of Innovation and Entrepreneurship Instructors at Chinese Higher Education Institutions Based on the Mechanisms of Organizational Support: Based on an Empirical Survey of 1,231 Higher Education Institutions","authors":"Zhiqiang Wang, Zehai Long","doi":"10.1080/10611932.2022.2136459","DOIUrl":"https://doi.org/10.1080/10611932.2022.2136459","url":null,"abstract":"Abstract The composition of abilities of innovation and entrepreneurship instructors and their state of competence are key to the advancement of efforts for innovation and entrepreneurship education at higher education institutions, and the multidimensional dynamic structure of instructor abilities determines the baseline for the quality of innovation and entrepreneurship education at higher education institutions. On the basis of an empirical survey of a large sample of 1,231 higher education institutions across China, this study designed a scale for the composition of basic abilities among innovation and entrepreneurship instructors, a scale for factors influencing the improvement of abilities, a scale for the operating mechanisms of innovation and entrepreneurship education, and a scale for the quality of innovation and entrepreneurship education, and applied a multiple regression analysis model to verify the relationship among the three factors of the composition of instructors’ abilities, the operating mechanisms for innovation and entrepreneurship, and the quality of innovation and entrepreneurship education. The study found that the structure of abilities of innovation and entrepreneurship instructors at Chinese higher education institutions is unbalanced, and they lack specialized knowledge and skills; the measures for organizational support provided by higher education institutions as the major agents implementing innovation and entrepreneurship education are undiversified; and the current state of development of the abilities of innovation and entrepreneurship instructors does not suffice to support sustained improvement in the quality of innovation and entrepreneurship education. Chinese higher education institutions must construct organizational support systems aimed at promoting innovation and entrepreneurship instructors’ sense of identification and specialized development.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"35 1","pages":"247 - 268"},"PeriodicalIF":0.0,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79604175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How Did Chinese Higher Education Institutions Organize Entrepreneurship Education? Evolution, Comparison, and Orientation","authors":"Sanbao Zhang, Y. Lei, Zhimin Luo","doi":"10.1080/10611932.2022.2136458","DOIUrl":"https://doi.org/10.1080/10611932.2022.2136458","url":null,"abstract":"Abstract The Resource-based View argues that achieving a sustainable competitive advantage depends on managers seeking valuable and rare resources with a high cost of imitation from within an organization, particularly on the ability to organize such resources. Concomitant with the progression of the four stages of entrepreneurship education at Chinese higher education institutions—the formation stage, the development stage, the expansion stage, and the reform stage, entrepreneurship institutes have gradually become the primary vehicle through which higher education institutions provide entrepreneurship education. Due to the different characteristics of higher education institutions, three organizational models, namely independent, dependent and cooperative models, have been formed in the actual operation process. However, the current organizations of entrepreneurship education face organizational governance failure, target positioning deviation, and poor openness. They must innovate in optimizing organizational governance mechanisms, reshaping entrepreneurship education goals, and the collaborative participation of internal and external subjects. This research has practical and policy significance for deepening the reform of innovation and entrepreneurship education.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"46 1","pages":"233 - 246"},"PeriodicalIF":0.0,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77828775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Structural VPR Model for the Evaluation of Innovation and Entrepreneurship Education","authors":"Xiaozhou Xu","doi":"10.1080/10611932.2022.2136464","DOIUrl":"https://doi.org/10.1080/10611932.2022.2136464","url":null,"abstract":"Abstract Determining evaluation elements and their structure underlies the evaluation of innovation and entrepreneurship education. This study, based on Grounded Theory and interviews, proposes using a three-dimensional structural VPR evaluation model for innovation and entrepreneurship education. The VPR evaluation system consists of three first-level indicators (value, process, and result), eight second-level indicators (spiritual value, realistic value, policy input, educational input, students’ development, enterprise development, entrepreneurial performance, products and achievements), and 29 third-level indicators. This evaluation model, characterized by multiple dimensions, multiple levels, and multiple components, stresses the combination of spiritual value evaluation and realistic value evaluation, developmental evaluation and performance evaluation, and short-term evaluation and long-term evaluation. It enriches the evaluation of innovation and entrepreneurship education, providing a theoretical reference for its practice.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"10 1","pages":"307 - 321"},"PeriodicalIF":0.0,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86970441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Innovation and Entrepreneurship Education in Chinese Universities: Developments and Challenges","authors":"Yutong Wang, Yingyi Ma","doi":"10.1080/10611932.2022.2136446","DOIUrl":"https://doi.org/10.1080/10611932.2022.2136446","url":null,"abstract":"Innovation and entrepreneurship are increasingly associated with economic, technological and social development (Fagerberg, Fosaas, and Sapprasert 2012; Landstr€ om, Harirchi, and Åstr€ om 2012). As countries strive to strengthen their knowledge-based economies, policymaking has focused on how innovation and entrepreneurship activities can accelerate economic growth, promote industrial upgrading and transform employment structures (Bartels et al., 2012; World Bank, 2015). Universities, as organizations dedicated to knowledge transmission, production and application, have come under heighten pressure to demonstrate their contribution in nurturing talents, spurring innovation and supporting the development of knowledge-based economies (Etzkowitz 2003; Jessop 2017). Notably, universities’ engagement with innovation and entrepreneurship is often conceptualized by the term “entrepreneurial university.” This concept refers to universities that vigorously generate additional financial resources to support their operation through commercializing knowledge, forming collaborations beyond academia, and integrating an entrepreneurial culture (Clark 2001). The “triple helix model” further highlights the need for universities to engage deeply with industry and government to propel economic and social progress (Etzkowitz and Leydesdorff 2000). Undoubtedly, the emergence of such concepts has changed the positioning of universities from a support structure for innovation and entrepreneurship through knowledge generation, research output and personnel training to influential actor and equal partner (Etzkowitz 2003). The provision of educational programs related to innovation and entrepreneurship in the higher education sector has attracted much attention, and there is considerable enthusiasm in university-based entrepreneurship education globally. As a result, the nature, relevance, contents, methods of implementation, and impact of entrepreneurship education have been the subject of growing academic scrutiny. Broadly speaking, entrepreneurship education consists of “any pedagogical programme or process of education for entrepreneurial attitudes and skills” (Fayolle, Gailly, and Lassas-Clerc 2006, p. 702). In practice, it often consists of three essential parts: curricula, fundamental elements, and publications (Katz 2003). More specifically, entrepreneurship education involves the design of courses and supporting infrastructure for entrepreneurial activities as well as the availability of relevant learning materials and academic research (Katz 2003). Research has demonstrated the impact of entrepreneurship education, especially its","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"69 1","pages":"225 - 232"},"PeriodicalIF":0.0,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76536592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Study on the Relationship between Entrepreneurship Education and College Students’ Entrepreneurial Intention and Entrepreneurial Self-Efficacy","authors":"Bingchao Pan, Genshu Lu","doi":"10.1080/10611932.2022.2136473","DOIUrl":"https://doi.org/10.1080/10611932.2022.2136473","url":null,"abstract":"Abstract Entrepreneurship education in colleges and universities influences college students’ entrepreneurial intention and entrepreneurial self-efficacy, but previous studies have approached entrepreneurship education as a whole to obscure the relational mechanisms between the three. On the basis of the classification framework of theoretical and practical entrepreneurship education, the interactive relationships between lecture reports, entrepreneurship courses, entrepreneurship competitions, entrepreneurship training, and entrepreneurship practica and entrepreneurial intention and entrepreneurial self-efficacy among college students were analyzed. Analysis through structural equation modeling indicates that: Theoretical entrepreneurship education not only directly influences entrepreneurial intention among college students, but also indirectly influences entrepreneurial intention through entrepreneurial self-efficacy; practical entrepreneurship education only indirectly influences entrepreneurial intention among college students through entrepreneurial self-efficacy. The influencing effect of theoretical entrepreneurship education on entrepreneurial intention among college students is greater than that of practical entrepreneurship education, and furthermore, entrepreneurship courses have the largest influencing effect on entrepreneurial intention among college students. More importantly, relative to the direct effect of entrepreneurship education on entrepreneurial intention among college students, the indirect effect produced on entrepreneurial intention through entrepreneurial self-efficacy is greater.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"34 1","pages":"269 - 285"},"PeriodicalIF":0.0,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81049358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Dispositions and Practices of Effective Teachers: Meeting the Needs of At-Risk Minority Students in China","authors":"Xianxuan Xu, L. Grant, J. Stronge","doi":"10.1080/10611932.2022.2068334","DOIUrl":"https://doi.org/10.1080/10611932.2022.2068334","url":null,"abstract":"Abstract This study examines the beliefs and practices of 22 teachers identified as highly effective in Yunnan Province, China, who work with students facing significant academic and social challenges. In many cases, the selected teachers work with students at the extreme end of the at-risk continuum, including students having multiple disadvantaged characteristics such as ethnic minority status and poverty. Specifically, this paper shares findings about how these teachers address their students’ needs in three domains—academic, affective, and technical needs. Descriptive data from classroom observations are presented. From the themes regarding teachers’ beliefs and practices that emerged from the qualitative data, the findings reveal that these teachers address students’ affective, academic and technical needs concurrently through their thoughtful instructional delivery and interactions with students. The teachers not only provide academic support (e.g., using a variety of instructional strategies communicating high expectations) to their students, but also offer socio-emotional support by being caring yet firm toward students and by soliciting technical support to create a safety net for the students’ well-being.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"33 1","pages":"147 - 164"},"PeriodicalIF":0.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85620572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Technical Vocational Education for Migrant Girls in Western China: Transformational Benefits","authors":"Yu Li, Vilma Seeberg","doi":"10.1080/10611932.2022.2068343","DOIUrl":"https://doi.org/10.1080/10611932.2022.2068343","url":null,"abstract":"Abstract Migrant workers in China and their children too frequently are treated as outsiders in the city. This paper explores and compares the opportunities for female Technical Vocational Education and Training (TVET) students in western rural areas of China. Learning from migrant girls how they perceive and evaluate benefits in and from their schooling provides us insights into how TVET played a role in achievements that rural migrant girls value and enact. The capability approach specified for education is used as a structure to assess TVET as experienced by its participants. This research shows that despite its deficiencies and obscurity within socio-economic structures, for the current generation of young rural migrant girls, TVET education was highly accessible, provided a singular opportunity and space to equip them with some skills and knowledge, and enhanced their capabilities to participate in a rapidly changing urbanizing economy. TVET education created changes on both individual and collective levels. Rural migrant girls’ opportunities were constrained by unequal migration patterns and were structured along intersections of gender and ethnic lines. Implications for improving TVET policy include improved information flow, diversification of TVET curriculums, standardization of regulations, and increased opportunities for female and ethnic students.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"75 1","pages":"203 - 224"},"PeriodicalIF":0.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88068373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“I Want to Influence More Children in the Mountains”—A Case Study of a “Zhijiao Teacher”","authors":"Yaling Sun, Yanling Li, Xianxuan Xu, Na-ri Song, Qianyao Wen","doi":"10.1080/10611932.2022.2068341","DOIUrl":"https://doi.org/10.1080/10611932.2022.2068341","url":null,"abstract":"Abstract Drawing from the professional experience of one “zhijiao” teacher in the southwestern border of China, this study uses a narrative method to describe and analyze the growth and development of an effective teacher serving in a rural and remote school with a high concentration of ethnic minority students. Qualitative data for this single case study were generated through interviews with the selected teacher and her colleagues and students. Specifically, the study examines the teacher’s professional philosophy and beliefs, professional knowledge, and professional skills. It illustrates how these domains relate to the teacher’s effectiveness. The study also discusses possibilities for better preparation and development of teachers serving the most disadvantaged areas in China.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"61 1","pages":"165 - 188"},"PeriodicalIF":0.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90553339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effective Teaching Research in Chinese Educational Contexts: A General and Dimensional Review","authors":"Xinlin Liu, Lingqi Meng, Minghui Kong","doi":"10.1080/10611932.2022.2068333","DOIUrl":"https://doi.org/10.1080/10611932.2022.2068333","url":null,"abstract":"Abstract Effective teaching is an important research topic worldwide. This review aims to analyze effective teaching literature in China with respect to general characteristics and conceptional dimensions. Two types of effective teaching literature, empirical studies written in Chinese and written in English, are selected for this review. Stronge’s effective teaching framework is adopted for examining the conceptual dimensions in the selected studies. The results taken from the two types of literature reveal different research orientations regarding effective teaching. The literature written in Chinese demonstrates a number of quantitative research studies that, overall, are ill-written from the standard criteria of empirical study writing, including serious design flaws, missing important information, and weak data interpretations. In contrast, the literature written in English tends to focus more on a qualitative research orientation with sufficient overall quality for methodological design. Regarding the effective teaching dimensions, the dimension of the Teacher as a Person is interpreted differently, while the dimension of Implementing Instruction is most often commonly adopted in the two types of literature. We suggest that more studies are needed to conceptualize effective teaching frameworks from macro, meso, and micro levels in order to enhance the quality of effective teaching research in China. Additionally, effective teaching studies related to minority students are rare and deserve future investigation.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"74 1","pages":"123 - 146"},"PeriodicalIF":0.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85977712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effective Teachers in China: Making a Difference with Ethnic Minority Students","authors":"L. Grant, J. Stronge, Xianxuan Xu","doi":"10.1080/10611932.2022.2068344","DOIUrl":"https://doi.org/10.1080/10611932.2022.2068344","url":null,"abstract":"This special issue focuses on the beliefs, practices, and impact of effective teachers in China, with a particular emphasis on teachers of ethnic minority students. Studies have shown that access to quality teaching and learning is inequitable across groups (Luschei and Jeong 2018; Wei and Zhou 2019). This special issue addresses an array of topics related to access to quality teachers and successful school experiences for Chinese ethnic minority students. Specifically, Chinese ethnic minority and migrant students face numerous academic and social challenges (Gao 2014; Yang et al. 2015), including separ-ation from their parents due to migration for work (left behind children) and exposure to learning environments and conditions that are substandard. These factors, among others, impact the potential for attending tertiary education and/or access to vocational educational training which provides opportunities for autonomy and empowerment. 55 ethnic minorities in China make up approximately 114 million people, or of China ’ s total population, with main in region Further, population of Focusing on Zhou This special issue addresses educational disparity by highlighting a prominent factor that has the largest potential in enhancing the educational outcomes of ethnic minority students — the teacher. In addition to some guiding issues around teacher quality, this issue also addresses student voice with an examination of the experiences of migrant girls in technical vocational education training.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"108 1","pages":"119 - 122"},"PeriodicalIF":0.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78930458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}