scholarly journals Higher education and research innovation in China

2014 ◽  
Vol 1 (4) ◽  
pp. 623-626
Author(s):  
Jane Qiu
Keyword(s):  
Higher Education ◽  
Hong Kong ◽  
Vice President ◽  
Associate Editor ◽  
Expert Committee ◽  
Innovative Capability ◽  
Peking University ◽  
Electronic Engineer ◽  
Higher Education In China ◽  
Academy Of Sciences

Abstract China places a great emphasis on boosting its innovative capability, which it says is key to meeting the challenges in economic development and global competition. At the heart of the matter is how the country could produce its own agent of innovation—creative graduates and postgraduates. In a forum chaired by National Science Review's executive associate editor Mu-ming Poo, five panelists from top universities discuss the problems and challenges of higher education in China and in what ways the system needs to be reformed. Yuanfang Chen Physician and Vice Chair of Peking Union Medical College's Expert Committee on Education in Beijing Song Gao Chemist and Vice President of Peking University in Beijing Ke Gong Electronic Engineer and President of Nankai University in Tianjin Yigong Shi Biologist and Dean of Tsinghua University's School of Life Sciences in Beijing Chia-Wei Woo Physicist and Founding President of Hong Kong University of Science and Technology in Hong Kong Mu-ming Poo (Chair) Neuroscientist and Director of Chinese Academy of Sciences’ Institute of Neuroscience in Shanghai

scholarly journals A Bridge to the World

2020 ◽  
Vol 71 (1) ◽  
pp. 1-38
Author(s):  
Zhi-Hong Xu
Keyword(s):  
Cultural Revolution ◽  
Cell Biology ◽  
Vice President ◽  
The United Kingdom ◽  
Plant Physiologist ◽  
Chinese Academy Of Sciences ◽  
Peking University ◽  
National University ◽  
Fast Development ◽  
Academy Of Sciences

Zhi-Hong Xu is a plant physiologist who studied botany at Peking University (1959–1965). He joined the Shanghai Institute of Plant Physiology (SIPP), Chinese Academy of Sciences (CAS), as a graduate student in 1965. He recalls what has happened for the institute, during the Cultural Revolution, and he witnessed the spring of science eventually coming to China. Xu was a visiting scholar at the John Innes Institute and in the Department of Botany at Nottingham University in the United Kingdom (1979–1981). He became deputy director of SIPP in 1983 and director in 1991; he also chaired the State Key Laboratory of Plant Molecular Genetics SIPP (1988–1996). He worked as a visiting scientist in the Institute of Molecular and Cell Biology, National University of Singapore, for three months each year (1989–1992). He served as vice president of CAS (1992–2002) and as president of Peking University (1999–2008). Over these periods he was heavily involved in the design and implementation of major scientific projects in life sciences and agriculture in China. He is an academician of CAS and member of the Academy of Sciences for the Developing World. His scientific contributions mainly cover plant tissue culture, hormone mechanism in development, as well as plant developmental response to environment. Xu, as a scientist and leader who has made an impact in the community, called up a lot of excellent young scientists returning to China. His efforts have promoted the fast development of China's plant and agricultural sciences.

scholarly journals China's funding system and research innovation

2014 ◽  
Vol 1 (1) ◽  
pp. 161-163 ◽  
Author(s):  
Jane Qiu
Keyword(s):  
The United States ◽  
Associate Editor ◽  
Research Quality ◽  
Total Output ◽  
The Past ◽  
The World Bank ◽  
Chinese Academy Of Sciences ◽  
Peking University ◽  
Academy Of Sciences ◽  
Tongji University

Abstract In the past decade, China's total expenditure on research and development (R&D) has been increasing by about 20% per year. And the total output of scientific research from China has not failed to impress: a 2011 study by Britain's Royal Society found that, in 2004–08, the country produced 10% of the world's published scientific articles, putting it second after the United States. But a study conducted by the World Bank and China's State Council concluded in the year 2012 that Chinese research quality falls short. It noted that the country produces relatively few high-impact articles, and that the majority of Chinese patents constitute minor novelties rather than genuine innovations. So what has gone wrong? And what needs to be changed to spur innovation in China significantly? In a forum organized by National Science Review, its executive associate editor Mu-ming Poo asked four leading scientists in China. Yadong Li Chemist of Tsinghua University in Beijing (Courtesy of Yadong Li) Yi Rao Biologist of Peking University in Beijing (Courtesy of Yi Rao) Dingsheng Wang Physicist of Institute of Physics, Chinese Academy of Sciences in Beijing (Courtesy of Dingsheng Wang) Pinxian Wang Geologist of Tongji University in Shanghai (Courtesy of Pinxian Wang) Mu-ming Poo (Chair) Neuroscientist of Institute of Neuroscience, Chinese Academy of Sciences in Shanghai (Courtesy of Mu-ming Poo)

scholarly journals Do Students Prioritize Majors or Specific Colleges? Analyzing the Factors That Influence Preferences in China

2021 ◽  
Vol 13 (16) ◽  
pp. 9196
Author(s):  
Congbin Guo ◽  
Mengchao Guo ◽  
Xiaowei Hao
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Family Background ◽  
Higher Education Reform ◽  
Entrance Examination ◽  
College Entrance Examination ◽  
Empirical Examination ◽  
Peking University ◽  
Professional Aspirations ◽  
Higher Education In China

China’s college entrance examination has always been regarded as a system that promotes social stability and sustainable development. Students with different characteristics may have dissimilar professional aspirations. Due to the increasing popularity of higher education in China, these characteristics may constitute new influences among students’ professional priorities and educational preferences, and it is interesting to explore how such characteristics, especially family backgrounds, affect these choices. Compared to previous investigations, this study conducted a more systematic and quantitative empirical examination of family background. Accordingly, we used data obtained through a survey on higher education reform conducted by the Graduate School of Education at Peking University. Results showed that family backgrounds significantly influenced student priorities when deciding whether majors or specific colleges were most important. When deliberating over the “unpopular majors” offered at higher-level colleges/universities and the “popular majors” offered at relatively lower-level colleges, students with comparatively advantageous family backgrounds were more likely to prioritize specific colleges; that is, they were more willing to choose higher-level colleges than “popular majors” at lower-level colleges. Conversely, students with relatively disadvantaged family backgrounds were more likely to prioritize majors; that is, they were more willing to forego higher-level colleges/universities in favor of “popular majors” at relatively lower-level colleges.

Problems of Science and Its Effectiveness

2011 ◽  
pp. 151-157 ◽  
Author(s):  
A. Varshavsky
Keyword(s):  
Higher Education ◽  
Public Management ◽  
External Factors ◽  
Education Sector ◽  
Russian Science ◽  
Russian Academy Of Sciences ◽  
Scientific Results ◽  
Academy Of Sciences ◽  
Academic Sector

The article considers current problems of Russia´s science. Special attention is paid to external factors that negatively influence its effectiveness including considerable lag in public management sector. The issues of opposing higher education sector to the Russian Academy of Sciences (RAS) are also discussed. A number of indicators of the Russian science and its academic sector effectiveness are presented. The expediency of comparing scientific results with R&D expenditures is shown. The problems connected with using bibliometric methods are discussed. Special attention is paid to the necessity of preserving and further developing Russian science including RAS.

Global Competitiveness, Privatization, Dignified Spaces, and Curricular Reform in Indian Higher Education

2018 ◽  
Author(s):  
Kanti Bajpai
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
Hong Kong ◽  
South Korea ◽  
Curricular Reform ◽  
Policy Studies ◽  
Ranking System ◽  
Global Competitiveness ◽  
Indian Higher Education

Every ranking system rates Indian universities poorly against their Asian counterparts in China, Hong Kong, Japan, Singapore, and South Korea, and in some cases, even universities in Indonesia, Malaysia, and Thailand. The question then is why, given that in 1947 it could fairly be said that at least a dozen Indian universities were leaders in Asia and were of international repute, Indian universities are in an egregious condition. This chapter essays some answers. It also argues for curricular reform, in particular for the introduction of public policy studies at the major Indian universities.

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

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