The curriculum design of lower-level tertiary public administration education in China: Challenges and redevelopment

2019 ◽  
Vol 26 (2) ◽  
pp. 182-204 ◽  
Author(s):  
Xuefan Zhang ◽  
Yanyu Qian
Keyword(s):  
Public Administration ◽  
Curriculum Design ◽  
Education In China

Creating epistemic access through a scaffold approach: Academic literacy skills development for South African first-year public administration students

2019 ◽  
Vol 37 (2) ◽  
pp. 156-174
Author(s):  
Gerda HG van Dijk ◽  
Brenda A Vivian ◽  
Lianne P Malan
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Public Administration ◽  
South African ◽  
Curriculum Design ◽  
Higher Education Institutions ◽  
Academic Literacy ◽  
Literacy Skills ◽  
First Year ◽  
Epistemic Access

For higher education institutions to produce graduates capable of contributing to society and the economy in a productive manner, educational emphasis is placed on the development of critical thinking. The above necessitates that higher education institutions are able to engage in responsive curriculum design and delivery for enhanced student success and access. Public Administration programmes focus on equipping students to work within the broader government sector, able and capable of delivering public functions responsive to the needs of society. Literature suggests that there are a number of factors which influence the success ratio of any undergraduate programme in the South African context, including, inter alia, increased enrolments, student–staff ratios and the overall decline of professional and intellectual life in the country. Further complicating matters are classes too big to be participatory and crammed syllabi preventing in-depth discussions. The notion of embedding academic literacy development in curriculum design through a scaffolded approach aims to influence the academic performance of students through engaged and active learning in order to attain a higher level of achievement as well as benefit from the process of scaffolding. The research comprises a mixed method approach using a case study of the first-year students enrolled for a Public Administration degree. Data collected included an analysis of 2015, 2016 and 2017 student cohorts in: determining their academic literacy level upon registration (set as a baseline before any academic literacy intervention); tracking their academic performance through their formative and summative assessments (through a scaffolded approach); and reflecting upon their learning through their completion of a semi-structured survey. The research intends to argue that the use of a scaffolded approach to learning enhances epistemic access, which sees students moving beyond propositional, or foundation knowledge to epistemic or reflexive knowledge.

Behind the Growth

2016 ◽  
Vol 36 (4) ◽  
pp. 465-475 ◽  
Author(s):  
Li Tian
Keyword(s):  
Economic Growth ◽  
Curriculum Design ◽  
Design Development ◽  
Top Down ◽  
Planned Economy ◽  
Rapid Urbanization ◽  
Economic Changes ◽  
Planning Education ◽  
The Future ◽  
Education In China

This article examines the evolution of planning education in China in response to rapid social and economic changes, the growth of planning schools and students, and curriculum design development in various planning schools. It argues that the legacy of the planned economy still influences planning education, which means top–down, elite-driven, and blueprint-style planning that lacks a wide social foundation. With the advent of rapid urbanization and explosive economic growth, further changes to planning education in terms of values, approaches, and targets will be needed in the future.

Evolution of Physical Education Undergraduate Majors in Higher Education in China

2017 ◽  
Vol 36 (4) ◽  
pp. 373-387
Author(s):  
Wang Jiahong ◽  
Ping Xiang ◽  
Zhang Dazhi ◽  
Weidong Liu ◽  
Xiaofeng Gao
Keyword(s):  
Higher Education ◽  
Physical Education ◽  
Curriculum Design ◽  
Early Period ◽  
Undergraduate Major ◽  
Depth Analysis ◽  
Higher Education In China ◽  
Undergraduate Programs ◽  
Reform And Opening Up ◽  
Education In China

Physical education (PE) undergraduate programs in higher education in China have evolved over the last 100 years. As a result, a comprehensive system of physical education undergraduate majors in higher education has been established in today’s colleges/universities in China. The large number of students who have completed a physical education undergraduate major have greatly contributed to the development of physical education and sports in China. In this article, we reviewed the evolution of physical education undergraduate majors in higher education in China according to five historical eras: (a) the early period of New China, (b) the Cultural Revolution period, (c) the early period of reform and opening up, (d) the period of socialist market economy exploration, and (e) the 21st century era. We also systematically examine the structures, goals, and courses of the physical education undergraduate majors in higher education in China. Finally, we provide in-depth analysis of the development of the physical education undergraduate majors through the examination of their guiding principles, goals, and curriculum design, which might serve as a reference for further enhancing the reform of the curricular design of the physical education undergraduate majors in higher education during the current era.

Disciplinary rationale and public administration field development

2016 ◽  
Vol 2 (1/2) ◽  
pp. 1
Author(s):  
Zhiyong Lan
Keyword(s):  
Capacity Building ◽  
Public Administration ◽  
Curriculum Design ◽  
Social Transformation ◽  
Research Agenda ◽  
Profound Impact ◽  
Field Development ◽  
University Campuses ◽  
Republic Of China ◽  
Future Viability

Public Administration as a field o study is relatively new in the People's Republic of China. Nonetheless, it is quickly gaining popularity on China's university campuses, due largely to China's urgent need for managerial capacity building and reform guidance. Properly defining the mission of the discipline of public administration will have a profound impact on the future viability of the field, as well as on the process of social transformation in China. This paper looks into some of the basic questions related to public administration field development in China. Hopefully, it can contribute to discussions among interested scholars, and serve as a reference for public administration curriculum design and research agenda setting.

scholarly journals Gamification Teaching Reform for Higher Vocational Education in China: A case study on Layout and Management of Distribution Center

2017 ◽  
Vol 12 (09) ◽  
pp. 130
Author(s):  
Fan Wang ◽  
Yanli Wang ◽  
Xia Hu
Keyword(s):  
Curriculum Design ◽  
Technical College ◽  
Teaching Method ◽  
Early Period ◽  
Distribution Center ◽  
Higher Vocational Education ◽  
Evaluation Indexes ◽  
Classroom Activities ◽  
Teaching Reform ◽  
Education In China

Currently, students in higher vocational schools in China are passive in classrooms and depend too much on cellular phones. Thus, structural readjustment of the teaching organization is urgently needed. Increasing proportions of gamifying teaching and experiencing teaching is an effective way to solve this problem. However, only a few studies have discussed the gamification of teaching reform in colleges. To improve the effectiveness of teaching and increase the participation of students in classrooms, the teaching reform idea and scheme of gamifying teaching and experiencing teaching were discussed in a course entitled Layout and Management of Distribution Center. The teaching reform aims to integrate comprehensive gamifying into the teaching of an entire curriculum. Specifically, small games are designed in each class during the early period to help the students learn the corresponding knowledge in games. A game-driven model of curriculum design was proposed and applied in teaching reform practice of Shijiazhuang Posts and Telecommunications Technical College. Results demonstrated that gamification of teaching reform achieves outstanding effects. Students participate in classroom activities positively, and all evaluation indexes improve year by year. Results confirm that teachers need to pay attention to systemization, gamification, and immersion of teaching design, and ensure the attractiveness and acceptability of the teaching method.

The development of China’s public administration education

2018 ◽  
Vol 36 (2) ◽  
pp. 163-177
Author(s):  
Xiufeng Li ◽  
Yadong Han ◽  
Pan Suk Kim
Keyword(s):  
Public Administration ◽  
Historical Development ◽  
Future Trends ◽  
Before And After ◽  
Education In China ◽  
Opening Up

China’s practices and knowledge of administrative sciences have a long history, but modern public administration, as a relatively new discipline, has been established for less than a century. Accordingly, the purpose of this paper is to shed new light on the historical development of modern public administration education in China. This paper reviews and analyzes the development of China’s modern public administration education in two different periods, namely, before and after reform and the opening up of China. Finally, it dissects the current problems and challenges facing China’s public administration from an academic perspective and considers possible future trends for modern public administration in China.

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