Pub Date : 2023-05-01DOI: 10.1177/2212585x231181932
Fan Yang
{"title":"Book Review: Zhao, W. (2018). China’s Education, Curriculum Knowledge and Cultural Inscriptions: Dancing with the Wind. Routledge","authors":"Fan Yang","doi":"10.1177/2212585x231181932","DOIUrl":"https://doi.org/10.1177/2212585x231181932","url":null,"abstract":"","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42874453","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}
Pub Date : 2023-05-01DOI: 10.1177/2212585x231188977
Xi Lin, Lin Luan, Yan Dai
STEM learning aims to prepare students with hands-on and problem-based learning. However, teacher-centered instruction has been the predominant course delivery technique in STEM education regardless face-to-face or online learning context. Using both quantitative and qualitative research methods, this study explores the expectations of effective online courses based on Moore’s three types of interactions among Chinese STEM college students taking synchronous teacher-centered lecture-based online courses. A total of 175 undergraduate STEM students were recruited at one Chinese university. Results indicate that these students expect their instructors to integrate activities to motivate interactions with their instructor, peers, and the learning content. Students’ perceptions of the advantages and challenges of taking synchronous lecture-based courses are also discussed. It is expected that the findings would enlighten professionals of higher education in China to adjust teacher-centered instruction and to adequately prepare and train online instructors to foster an active online learning environment in STEM fields.
{"title":"Exploring Chinese STEM college students’ expectations of effective online courses","authors":"Xi Lin, Lin Luan, Yan Dai","doi":"10.1177/2212585x231188977","DOIUrl":"https://doi.org/10.1177/2212585x231188977","url":null,"abstract":"STEM learning aims to prepare students with hands-on and problem-based learning. However, teacher-centered instruction has been the predominant course delivery technique in STEM education regardless face-to-face or online learning context. Using both quantitative and qualitative research methods, this study explores the expectations of effective online courses based on Moore’s three types of interactions among Chinese STEM college students taking synchronous teacher-centered lecture-based online courses. A total of 175 undergraduate STEM students were recruited at one Chinese university. Results indicate that these students expect their instructors to integrate activities to motivate interactions with their instructor, peers, and the learning content. Students’ perceptions of the advantages and challenges of taking synchronous lecture-based courses are also discussed. It is expected that the findings would enlighten professionals of higher education in China to adjust teacher-centered instruction and to adequately prepare and train online instructors to foster an active online learning environment in STEM fields.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45049145","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}
Pub Date : 2023-05-01DOI: 10.1177/2212585x231189338
W. Wen, Lu Zhou, Mingyu Zhang, Die Hu
The state plays an essential role in distributing higher education enrollment opportunities, especially in a state with a strong government like China. Many rural students have gained access to universities with the national higher education expansion in recent years, but their chances of entering elite universities still lag far behind that of their urban counterparts. By Analyzing the case of Tsinghua University, this study finds that the access gap between rural and urban students to elite universities, though still big, has been considerably narrowed since 2010 after a series of preferential policies on enhancing rural students’ educational access has been implemented. Due to the close relationship between Chinese government and its universities, China’s higher education system has responded quickly to national reform and has played an important role in promoting social mobility and reducing social inequalities. Besides, gender inequity in access to elite universities is still detected – the chance for female rural students to access elite universities was lower than for male students in either urban or rural districts. We suggest that the higher education enrollment policy should consider more about the intersectional status of rural students in favor of educational equity for the underprivileged.
{"title":"Urban/Rural Disparities in Access to Elite Higher Education: The Case of Tsinghua University","authors":"W. Wen, Lu Zhou, Mingyu Zhang, Die Hu","doi":"10.1177/2212585x231189338","DOIUrl":"https://doi.org/10.1177/2212585x231189338","url":null,"abstract":"The state plays an essential role in distributing higher education enrollment opportunities, especially in a state with a strong government like China. Many rural students have gained access to universities with the national higher education expansion in recent years, but their chances of entering elite universities still lag far behind that of their urban counterparts. By Analyzing the case of Tsinghua University, this study finds that the access gap between rural and urban students to elite universities, though still big, has been considerably narrowed since 2010 after a series of preferential policies on enhancing rural students’ educational access has been implemented. Due to the close relationship between Chinese government and its universities, China’s higher education system has responded quickly to national reform and has played an important role in promoting social mobility and reducing social inequalities. Besides, gender inequity in access to elite universities is still detected – the chance for female rural students to access elite universities was lower than for male students in either urban or rural districts. We suggest that the higher education enrollment policy should consider more about the intersectional status of rural students in favor of educational equity for the underprivileged.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46945845","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}
Pub Date : 2023-05-01DOI: 10.1177/2212585x231175164
Zhuo Sun, M. Lim
The marketisation and internationalisation of higher education (HE) in several national contexts has led to the development of thinking about HE access as ‘buying a service’. This has led to increased prioritisation among universities regarding how to promote their reputation among their targeted audiences. However, recent literature regarding reputation management (RM) in Chinese HE is mainly conducted from an international perspective; this means the analysis is usually focused on international students in Chinese universities, and thus the other aspects such as the rationale and strategies of RM in Chinese HE remains relatively underdeveloped. In this article, we conduct a systematic literature review using the PRISMA convention to illustrate the meaning(s) of RM in Chinese HE and particularly how it is understood and developed. The review comprises branding and RM in HE. Moreover, we contribute to the theory of marketing for HE by proposing a new framework arising from the review: RM as an active-reactive continuum in which we provide a new perspective to characterise and better understand RM, particularly in the Chinese context. Active RM refers to how universities promote themselves; reactive RM refers to how universities cope with crises or other forms of negative events. This contribution helps the field understand Chinese universities’ RM practices and strategies nationally and internationally.
{"title":"A Systematic Literature Review of Higher Education Reputation Management: Active/Reactive Framework","authors":"Zhuo Sun, M. Lim","doi":"10.1177/2212585x231175164","DOIUrl":"https://doi.org/10.1177/2212585x231175164","url":null,"abstract":"The marketisation and internationalisation of higher education (HE) in several national contexts has led to the development of thinking about HE access as ‘buying a service’. This has led to increased prioritisation among universities regarding how to promote their reputation among their targeted audiences. However, recent literature regarding reputation management (RM) in Chinese HE is mainly conducted from an international perspective; this means the analysis is usually focused on international students in Chinese universities, and thus the other aspects such as the rationale and strategies of RM in Chinese HE remains relatively underdeveloped. In this article, we conduct a systematic literature review using the PRISMA convention to illustrate the meaning(s) of RM in Chinese HE and particularly how it is understood and developed. The review comprises branding and RM in HE. Moreover, we contribute to the theory of marketing for HE by proposing a new framework arising from the review: RM as an active-reactive continuum in which we provide a new perspective to characterise and better understand RM, particularly in the Chinese context. Active RM refers to how universities promote themselves; reactive RM refers to how universities cope with crises or other forms of negative events. This contribution helps the field understand Chinese universities’ RM practices and strategies nationally and internationally.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46997010","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}
Pub Date : 2023-05-01DOI: 10.1177/2212585x231175167
Mohammad Noman, A. Kaur, Jahirul Mullick, Liu Ran
The growth of international higher education, with an increase in inbound students and the creation of foreign university branch campuses, has made quality education available globally. But this also presents challenges for academic adjustment for international students. Although there is a significant amount of literature on the struggles faced by international students studying abroad, there is limited research on the challenges faced by students attending International Branch Campuses (IBCs) within their home countries. This study aims to fill this gap by using a qualitative exploratory approach to understand the specific challenges faced by first-year university students in China at a Sino-US international branch campus. Data was collected through interviews and focus groups with 28 students, five faculty members, and three student support staff. The findings provide valuable insights into the institutional and teaching challenges faced by these students, which are different from those faced by international students studying abroad.
{"title":"Navigating New Terrain: First-Year Chinese Students’ Transitionary Experiences In a Sino-US Joint Venture University In China","authors":"Mohammad Noman, A. Kaur, Jahirul Mullick, Liu Ran","doi":"10.1177/2212585x231175167","DOIUrl":"https://doi.org/10.1177/2212585x231175167","url":null,"abstract":"The growth of international higher education, with an increase in inbound students and the creation of foreign university branch campuses, has made quality education available globally. But this also presents challenges for academic adjustment for international students. Although there is a significant amount of literature on the struggles faced by international students studying abroad, there is limited research on the challenges faced by students attending International Branch Campuses (IBCs) within their home countries. This study aims to fill this gap by using a qualitative exploratory approach to understand the specific challenges faced by first-year university students in China at a Sino-US international branch campus. Data was collected through interviews and focus groups with 28 students, five faculty members, and three student support staff. The findings provide valuable insights into the institutional and teaching challenges faced by these students, which are different from those faced by international students studying abroad.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44215632","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}
Pub Date : 2023-05-01DOI: 10.1177/2212585x231168677
Ahmed Alduais, M. Deng
This study presents a comprehensive analysis of Inclusive Education in China, using a quadripartite system that synthesises the most recent policy documents concerning inclusion and segregation. The study addresses four research questions that focus on the status, merits and shortcomings of existing policies, implementation, and opportunities for improvement. The study adapts the European Agency for Special Needs and Inclusive Education (EASNIE) framework for assessing and ensuring quality inclusive education provision. Primary policy documents analysed include the National Plan 2010–2020, Compulsory Education Law of the People’s Republic of China 2010–2020, Law on the Protection of Persons with Disabilities, and Reports and documents from the China Disabled Persons’ Federation (CDPF). Tabulation and visualisation of data and findings are based on the Country Policy Review and Analysis, which includes 12 measures for assessment and implications, and the Prevent-Intervene-Compensate model provided by EASNIE. The study offers detailed findings and descriptions of inclusive education in China, highlighting both strengths and weaknesses, while providing implications and actions for improving the quality of inclusive education in the country. The study concludes that while China has unique forms of provision for inclusive education, there are still areas that require improvement to ensure better outcomes for all learners.
{"title":"The quadripartite system of inclusive education provision in China: A qualitative synthesis of policy documents","authors":"Ahmed Alduais, M. Deng","doi":"10.1177/2212585x231168677","DOIUrl":"https://doi.org/10.1177/2212585x231168677","url":null,"abstract":"This study presents a comprehensive analysis of Inclusive Education in China, using a quadripartite system that synthesises the most recent policy documents concerning inclusion and segregation. The study addresses four research questions that focus on the status, merits and shortcomings of existing policies, implementation, and opportunities for improvement. The study adapts the European Agency for Special Needs and Inclusive Education (EASNIE) framework for assessing and ensuring quality inclusive education provision. Primary policy documents analysed include the National Plan 2010–2020, Compulsory Education Law of the People’s Republic of China 2010–2020, Law on the Protection of Persons with Disabilities, and Reports and documents from the China Disabled Persons’ Federation (CDPF). Tabulation and visualisation of data and findings are based on the Country Policy Review and Analysis, which includes 12 measures for assessment and implications, and the Prevent-Intervene-Compensate model provided by EASNIE. The study offers detailed findings and descriptions of inclusive education in China, highlighting both strengths and weaknesses, while providing implications and actions for improving the quality of inclusive education in the country. The study concludes that while China has unique forms of provision for inclusive education, there are still areas that require improvement to ensure better outcomes for all learners.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47570204","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}
Pub Date : 2023-05-01DOI: 10.1177/2212585x231175499
Zeyi Li, N. Rao
Sustainable Development Goal (SDG) 4.2 states, “By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education”. Progress towards the goal is measured by indicators of children’s developmental status (Indicator 4.2.1) and participation in at least 1 year of pre-primary education prior to primary school (Indicator 4.2.2). A literature review and analyses of policy documents were conducted to evaluate China’s progress in achieving SDG Target 4.2. This review found that, on the one hand, national data on SDG Target Indicator 4.2.1 are unavailable. The extant data are mainly based on limited samples and collected using different methods, including direct assessment and parent report. On the other hand, data on SDG Target Indicator 4.2.2 are available on the UNESCO database. That stated differences exist between data reported to UNESCO by the government and data provided by the Ministry of Education. Efforts need to be continued to ensure that reliable data, which are the foundation of evidence-based policy-making, are collected and reported.
{"title":"Advancing Equity in Early Childhood Development in China: Progress in Meeting Sustainable Development Goal Target 4.2","authors":"Zeyi Li, N. Rao","doi":"10.1177/2212585x231175499","DOIUrl":"https://doi.org/10.1177/2212585x231175499","url":null,"abstract":"Sustainable Development Goal (SDG) 4.2 states, “By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education”. Progress towards the goal is measured by indicators of children’s developmental status (Indicator 4.2.1) and participation in at least 1 year of pre-primary education prior to primary school (Indicator 4.2.2). A literature review and analyses of policy documents were conducted to evaluate China’s progress in achieving SDG Target 4.2. This review found that, on the one hand, national data on SDG Target Indicator 4.2.1 are unavailable. The extant data are mainly based on limited samples and collected using different methods, including direct assessment and parent report. On the other hand, data on SDG Target Indicator 4.2.2 are available on the UNESCO database. That stated differences exist between data reported to UNESCO by the government and data provided by the Ministry of Education. Efforts need to be continued to ensure that reliable data, which are the foundation of evidence-based policy-making, are collected and reported.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47550681","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}
Pub Date : 2023-05-01DOI: 10.1177/2212585x231175208
Huan Li, Ning An, Lina Deng, Chutian Niu
Children with severe and multiple disabilities (SMD) becoming out-of-school children (OOSC) is a common issue in developing countries. Researchers have reported that the out-of-school issue results from multiple factors; however, few studies have explored how the interactions of these factors lead to children becoming OOSC. This study aimed to explore the causes of out-of-school issues among children with SMD in China based on game theory. Interview data from six parents of children with SMD who had become OOSC were collected as the primary source of research data, with interview data from school personnel at the six schools that children with SMD in our study had attended or applied to, education policy documents for children with SMD, and relevant news as secondary sources of research data. Narrative inquiry and thematic analysis were combined to investigate the out-of-school experiences of children with SMD and analyze how the strategic interactions of three “players” (i.e., the policy, schools, and families) led to these children becoming OOSC. The findings indicated that the three players successively interacted with each other by adopting different strategies to pursue their respective goals, and the families of children with SMD inferred by reverse induction that no strategy they adopted would change the outcome of their children becoming OOSC if the strategies of the other players were unchanged. Finally, an innovative cooperation model with an emphasis on the interactions of all players is proposed to address the out-of-school crisis.
{"title":"“Why did our kids become out-of-school children?” A narrative inquiry of parents of children with severe and multiple disabilities in China informed by game theory","authors":"Huan Li, Ning An, Lina Deng, Chutian Niu","doi":"10.1177/2212585x231175208","DOIUrl":"https://doi.org/10.1177/2212585x231175208","url":null,"abstract":"Children with severe and multiple disabilities (SMD) becoming out-of-school children (OOSC) is a common issue in developing countries. Researchers have reported that the out-of-school issue results from multiple factors; however, few studies have explored how the interactions of these factors lead to children becoming OOSC. This study aimed to explore the causes of out-of-school issues among children with SMD in China based on game theory. Interview data from six parents of children with SMD who had become OOSC were collected as the primary source of research data, with interview data from school personnel at the six schools that children with SMD in our study had attended or applied to, education policy documents for children with SMD, and relevant news as secondary sources of research data. Narrative inquiry and thematic analysis were combined to investigate the out-of-school experiences of children with SMD and analyze how the strategic interactions of three “players” (i.e., the policy, schools, and families) led to these children becoming OOSC. The findings indicated that the three players successively interacted with each other by adopting different strategies to pursue their respective goals, and the families of children with SMD inferred by reverse induction that no strategy they adopted would change the outcome of their children becoming OOSC if the strategies of the other players were unchanged. Finally, an innovative cooperation model with an emphasis on the interactions of all players is proposed to address the out-of-school crisis.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45962034","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}
Pub Date : 2023-05-01DOI: 10.1177/2212585x231179480
Z. Yaoqin
College English is a compulsory public basic course for non-English majors in Chinese universities, it is also called “Public English” for undergraduates. Since the Ministry of Education of China formulated the College English Curriculum Requirements (hereinafter referred to as the “Curriculum Requirements”) on January 2, 2004, a series of reforms in College English teaching have been carried out by Chinese universities in accordance with the social demands. Based on the theory of constructivism, the present study constructs the second class of College English by learning from the “English creative writing workshops” which has been flourished in European and American universities. After a semester of piloted teaching, it found that the College English creative writing workshop, as the second class, not only is a beneficial supplement to the conventional College English class, but also has a significant effect on improving the English writing ability of non-English majors. In addition, it’s teaching mode is also very effective in cultivating students’ innovative thinking ability, practical ability and autonomous learning ability. The study has certain practical value in promoting the localization of creative writing in local Chinese universities, as well as in cultivating college students’ ability to tell Chinese stories well.
{"title":"The construction of the “College English creative writing workshop” as the second class","authors":"Z. Yaoqin","doi":"10.1177/2212585x231179480","DOIUrl":"https://doi.org/10.1177/2212585x231179480","url":null,"abstract":"College English is a compulsory public basic course for non-English majors in Chinese universities, it is also called “Public English” for undergraduates. Since the Ministry of Education of China formulated the College English Curriculum Requirements (hereinafter referred to as the “Curriculum Requirements”) on January 2, 2004, a series of reforms in College English teaching have been carried out by Chinese universities in accordance with the social demands. Based on the theory of constructivism, the present study constructs the second class of College English by learning from the “English creative writing workshops” which has been flourished in European and American universities. After a semester of piloted teaching, it found that the College English creative writing workshop, as the second class, not only is a beneficial supplement to the conventional College English class, but also has a significant effect on improving the English writing ability of non-English majors. In addition, it’s teaching mode is also very effective in cultivating students’ innovative thinking ability, practical ability and autonomous learning ability. The study has certain practical value in promoting the localization of creative writing in local Chinese universities, as well as in cultivating college students’ ability to tell Chinese stories well.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43185409","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}
Pub Date : 2023-05-01DOI: 10.1177/2212585x231182225
Kang Yuyang
This article examines public attitudes on the local innovation system of Shenzhen with a focus on the role of the local government and higher education (HE). Based on data collected from an online platform, Zhihu, this article examines netizens’ perceptions of local government, institutional environment, HE and labour force development. Text analysis reveals that netizens hold relatively positive attitudes towards the local government and the future development of Shenzhen due to its fair institutional environment. Local HEIs needs to be further developed to support Shenzhen’s economic transformation but the close linkage with Hong Kong universities help to mitigate the challenges in human capital supply. This paper presents a novel way of examining public perceptions on local innovation systems and the case of Shenzhen also provides policy lessons to other cities aiming at developing innovation centres.
{"title":"Higher Education and Local Innovation Systems: Lessons From Public Attitudes in Shenzhen, China","authors":"Kang Yuyang","doi":"10.1177/2212585x231182225","DOIUrl":"https://doi.org/10.1177/2212585x231182225","url":null,"abstract":"This article examines public attitudes on the local innovation system of Shenzhen with a focus on the role of the local government and higher education (HE). Based on data collected from an online platform, Zhihu, this article examines netizens’ perceptions of local government, institutional environment, HE and labour force development. Text analysis reveals that netizens hold relatively positive attitudes towards the local government and the future development of Shenzhen due to its fair institutional environment. Local HEIs needs to be further developed to support Shenzhen’s economic transformation but the close linkage with Hong Kong universities help to mitigate the challenges in human capital supply. This paper presents a novel way of examining public perceptions on local innovation systems and the case of Shenzhen also provides policy lessons to other cities aiming at developing innovation centres.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48358938","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}
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