A great leap of faith: Limits to China’s university cities

Urban Studies ◽  
2017 ◽  
Vol 55 (7) ◽  
pp. 1460-1476 ◽  
Author(s):  
Chun-Yi Sum
Keyword(s):  
Higher Education ◽  
Research And Development ◽  
Economic Integration ◽  
Educational Outcomes ◽  
Growth Potential ◽  
Ethnographic Research ◽  
Policy Makers ◽  
Economic Productivity ◽  
Guangzhou City ◽  
Governmental Strategy

This paper examines the emergence of China’s ‘university cities’ ( daxuecheng) as a governmental strategy to modernise higher education and to promote its socio-economic integration. To the disappointment of policy makers, the model of university cities has largely failed to yield satisfactory educational outcomes and economic productivity. Drawing from ethnographic research at the Higher Education Mega Center (HEMC) in the suburb of Guangzhou City, this paper analyses the characteristics and problems of China’s university cities. It discusses how various disjunctures between planners’ visions and students’ everyday experiences undermine the missions of university cities: Universities intended to reinforce the reputation and growth potential of cities overestimated the need for such facilities; students rejected the vision of isolated education enclaves as a style of living; and productive connections with research and development sectors were not realised.

Challenging the Multidimensional Conception of Perceived Person-Environment Fit

2020 ◽  
pp. 1-9
Author(s):  
Julian M. Etzel ◽  
Gabriel Nagy
Keyword(s):  
Higher Education ◽  
University Students ◽  
Educational Outcomes ◽  
Factor Model ◽  
Higher Order ◽  
Substantial Proportion ◽  
Unique Variance ◽  
First Order ◽  
Person Environment Fit ◽  
Order Factor

Abstract. In the current study, we examined the viability of a multidimensional conception of perceived person-environment (P-E) fit in higher education. We introduce an optimized 12-item measure that distinguishes between four content dimensions of perceived P-E fit: interest-contents (I-C) fit, needs-supplies (N-S) fit, demands-abilities (D-A) fit, and values-culture (V-C) fit. The central aim of our study was to examine whether the relationships between different P-E fit dimensions and educational outcomes can be accounted for by a higher-order factor that captures the shared features of the four fit dimensions. Relying on a large sample of university students in Germany, we found that students distinguish between the proposed fit dimensions. The respective first-order factors shared a substantial proportion of variance and conformed to a higher-order factor model. Using a newly developed factor extension procedure, we found that the relationships between the first-order factors and most outcomes were not fully accounted for by the higher-order factor. Rather, with the exception of V-C fit, all specific P-E fit factors that represent the first-order factors’ unique variance showed reliable and theoretically plausible relationships with different outcomes. These findings support the viability of a multidimensional conceptualization of P-E fit and the validity of our adapted instrument.

The (Mis)Uses of Race in Research on College Students: A Systematic Review

JCSCORE ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 5-41
Author(s):  
Marc P. Johnston-Guerrero
Keyword(s):  
Higher Education ◽  
College Students ◽  
Systematic Review ◽  
Content Analysis ◽  
Student Affairs ◽  
Educational Outcomes ◽  
Racial Groups ◽  
Higher Education Journals ◽  
Wide Range ◽  
Implicit And Explicit

Race has been one of the most controversial subjects studied by scholars across a wide range of disciplines as they debate whether races actually exist and whether race matters in determining life, social, and educational outcomes. Missing from the literature are investigations into various ways race gets applied in research, especially in higher education and student affairs. This review explores how scholars use race in their framing, operationalizing, and interpreting of research on college students. Through a systematic content analysis of three higher education journals over five years, this review elucidates scholars’ varied racial applications as well as potential implicit and explicit messages about race being sent by those applications and inconsistencies within articles. By better understanding how race is used in higher education and student affairs research, scholars can be more purposeful in their applications to reduce problematic messages about the essentialist nature of race and deficit framing of certain racial groups.

Distributional Weights in Benefit-Cost Analysis: Examples from Rwanda and Uganda

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Charles B. Moss ◽  
Andrew Schmitz
Keyword(s):  
Developing Countries ◽  
Cost Analysis ◽  
Research And Development ◽  
Agricultural Research ◽  
Systematic Variation ◽  
Policy Makers ◽  
Benefit Cost Analysis ◽  
Small Producer ◽  
Agricultural Research And Development ◽  
Benefit Cost

Abstract The question of how to allocate scarce agricultural research and development dollars is significant for developing countries. Historically, benefit/cost analysis has been the standard for comparing the relative benefits of alternative investments. We examine the potential of shifting the implicit equal weights approach to benefit/cost analysis, as well as how a systematic variation in welfare weights may affect different groups important to policy makers. For example, in the case of Rwandan coffee, a shift in the welfare weights that would favor small coffee producers in Rwanda over foreign consumers of Rwandan coffee would increase the support for investments in small producer coffee projects. Generally, changes in welfare weights alter the ordering for selecting investments across alternative projects.

scholarly journals Exploring new learning paradigms in ODL: A reflection on the paper of Barber, Donnelly and Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”.

2015 ◽  
Vol 16 (4) ◽  
Author(s):  
Tom H Brown
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Learning Theories ◽  
Learning Approaches ◽  
Policy Makers ◽  
Teaching And Learning Strategies ◽  
The Impact ◽  
The Revolution

<p class="Paragraph1"><span lang="EN-US">The paper of Barber, Donnelly &amp; Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”  addresses some significant issues in higher education and poses some challenging questions to ODL (Open and Distance Learning) administrators, policy makers and of course to ODL faculty in general.  Barber et al.’s paper does not specifically address the area of teaching and learning theories, strategies and methodologies per se.  In this paper I would therefore like to reflect on the impact that the contemporary changes and challenges that Barber et al. describes, have on teaching and learning approaches and paradigms.  In doing so I draw on earlier work about future learning paradigms and navigationism (Brown, 2006).  We need a fresh approach and new skills to survive the revolution ahead.  We need to rethink our teaching and learning strategies to be able to provide meaningful learning opportunities in the future that lies ahead.</span></p>

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