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Transcript of Fostering Innovative Talent Models in Chinese Keystone Universities Dr. Gilsun Song College of...
Fostering Innovative Talent Models in Chinese Keystone Universities
Dr. Gilsun Song College of EducationZhejiang University
May 6 2010
WUN IDEAS OF UNIVERSITIES SEMINAR
Content
1.Background: “choice” and “concentration” policies
2.Innovative talents model: TU, PU, ZJU 3.Zhejiang University Survey: Student understanding4. Conclusion5. References
Challenges
• “Chinese education is in examination mode” (Wen Tasi Huang 2008)
• “More knowledge does not mean stronger innovative ability” (Qingshi Zhu 2008)
• “University has independent thinking and independent soul” prime minister, Wen Jiabao (Huang Zhen 2009)
How Chinese keystone universitieshave reacted to the “choice” and“concentration” policies
Background
Economy (since 1980) :’Modernization
’
Science and education
Higher education
development
Priority development
From cities to countryside
KEJIXINGGUO ‘ 科技兴国 ‘ (1980s): The strategy for developing China relies on science and education
National Policies: Innovative Talent
• State Council executive meeting to listen to the implementation of the CAS Knowledge Innovation Project report (1998): Innovative National system
• The People's Republic of China Law on Higher Education (1998): Article task of higher education is to foster an innovative spirit and practical ability of high-level expertise…
• President Hu Jintao (2007) “High-quality innovative talent is the guarantee for developing an innovative country.”
• Eleventh Five-Year Plan (2006-2010) : Innovative Talent Models
science and technology and engineering
Choice and concentration
985 Project( 1998 )
211 Project( Since 1995 )
Choice and concentration
211 project (5 year terms) : 6% selected universities
985 project : 2.3% selected universities
1995 (15) 1996 ( 99 ) - 2001 ( 107 ) - 2006 ( 112 )
1999 ( 9 ) - 2003 ( 34 ) - At present ( 39 )
Choice and Concentration: 985 Project
• World Class universities: • Tsinghua , Peking (each 1.8 billion
RMB)• Zhejiang (1.4 billion RMB)
Government Expenditure 30 billion RMB (1999-2002) :39 universities
Choice and concentration : 211 Project ( 1996-2000 )
211 Project total funding = 18.63 billion RMB
• Key disciplines: 6.47 billion RMB• Infrastructure construction: 8.55 billion RMB• Public service system: 3.61 billion RMB
hardware investment (facilities, campus, laboratories)
Achievement (2008): Fostering talent & Research
• Graduate students increased by 5 times• Research funding increased 7 times• SCI papers increased by nearly 7 times• Ph.D. teachers increased by nearly 5 times• Instruments and equipment worth up 4
times• More than 40 subjects close to the
advanced international level
http://www.moe.edu.cn/edoas/website18/59/info1206522506577459.htm
Achievement (2008): Fostering talent & Research
• 6% of the keystone universities selected • Responsible for: • 4/5 of PhD, 2/3 of graduate students, and 1/3
undergraduate students• Holdings: 85% of the national key disciplines 96% of the State Key Laboratory 70% of research funding
Choice and concentration
985 Project( 1998 )
211 Project( Since 1995 )
University Students
• National College Entrance Exam • Already scheduled curriculum (limited choice) • No tutorial system • Less international activities and research • Lack Flexible education system • Less then 20 % go on to graduate studies
Methods of selecting talented students and the models for fostering students:
Peking University (PU)Tsinghua University (TU)Zhejiang University (ZJU)
Top Universities: choice and concentration
Disciplines Science &Engineering
Students :innovative talent
Fostering innovative talent through special training
Fostering Fostering innovative talentinnovative talent
Tsinghua University (TU), Peking University (PU), Zhejiang University (ZJU)
Profile: TU, PU, ZJUTU-Tsinghua school PU- YuanPei
CollegeZJU- Chu Kochen Honors College
Established 1998 (1919) 1999 (1898) 1984 (1897)
President Comment
High quality, high level, diversification, and innovation
Research, cutting-edge and innovative base
Contribute to establishing an innovative nation
Aim of Education
Building a world-class university to train top-notch creative talents
International competitive talent
Innovative Talent
Training classes
Bio-mathematic Science Class, Bio-Chemical Science Class, Social Science Class etc.
Liberal art classScience class
Engineering mixed Class, Liberal Art Class, Science Class, Finance experiment Class, innovative & venture class etc.
http://www.tsinghua.edu.cn/qhdwzy/xxgk.jsp www.jyb.cn/china/gnsd/200907/t20090719_292570.html
TU, PU, ZJU: Student selection
TU-Tsinghua school PU- YuanPei College
ZJU- Chu Kochen Honors College
Selection 1. Recommended students: high schools2. National competition Award3. The College Entrance Examination4. Recommended students: Individual schools in TU
1. Individual application
2. College entrance examination scores
1.Recommend students: high schools 2. College entranceexamination scores
3. Recommended students: Individual schools in ZJU
Student N. 781 1,800
selecting the most excellent students for special training
ZJU- Chu Kochen Honors College: undergraduate special training system
Selected students
Two kinds of education training (after 2 years chose major)
Major training Special training (4 year double degrees or graduate training)
Long term education system
Nadenian Medical Class (8 years)Law (BA+ MA/ PhD)Management
Double degree (Flexible training system)
Computer + X Biology + XForeign language + XX + InformationX + ManagementX + Law X + Economic Trade
TU, PU, ZJU: Innovative talent model TU-Tsinghua school PU- YuanPei
CollegeZJU- Chu Kochen Honors College
System Tutorial system Flexible educational systemTutorial system
Long learning academic system ( BA-MA-Ph.D, BA.-MA, MA-Ph.D) Double degreesTutorial system
Faculty Teacher-student ratio (1 : 3)Well-known scholars (academician, Changjiang Scholars)
51 (academician, Changjiang Scholars etc.)
8 Academician , 9 Changjiang Scholars, Specialty advisor teams
http://yuanpei.pku.edu.cn/http://ckc.zju.edu.cn/Index
TU, PU, ZJU: Innovative talent modelTU-Tsinghua school
PU- YuanPei College
ZJU- Chu Kochen Honors College
Educationachievement
- Around 80 % go on to graduate studies
- 78% go on to graduate studies
- National Innovative Talent Experiment and Reform Plan in Platform (2009)
- - More than 80 % go on to graduate studies
- National Teaching award 1st prize ‘Exploration and Practice of Fostering Top-notch Talents with Spirit of Innovation for 20 years’ - 8 national exquisite courses
Internationalcommunication
PU-Yale programPU-Stanford
Fostering Excellent Talent Plan , IAESTE, Melton foundation, Chinese Enterprises Internship Experience Plan
TU, PU, ZJU: Innovative Talent models
• Various student selection methods• Diverse competition • General education (early two years)• Flexibility in course selection• Flexible system (PU)• Tutorial system• International communication
• Continuing on to Graduate study: around 80%
increasing research ability
The Zhejiang University “Innovative Talent” model:
investigation into student opinion
Survey framework
Chu Kochen students (CKS)1. Concept of ‘innovation’ Definition Possibility for
fostering
2. Understanding of ‘Innovative Talent’
Quality
3. ZJU-Innovative Talent recognition
understanding Curriculum
4. ZJU-Teaching method aim
5. ZJU: Priorities of Chu Kochen learning process
strengthen weakness
6. ZJU- Current situation Degree of Satisfaction
challenges
Concept of ‘innovation’
• New ideas, methods, create things, other paths (50%)• Courage, Bravery, curiosity (30)• Contribution to society (10%)• Moral and personality (5%)• Other (5%)
Concept of ‘innovation’
0
38 37
3
0
5
10
15
20
25
30
35
40
A B C D
Current study
第二题
Understanding of ‘Innovative Talent’
ZJU-Innovative Talent recognition
ZJU-Innovative Talent recognition
ZJU-Teaching
ZJU-Teaching
ZJU: Priorities of Chu Kochen learning process
30
61
47
00
10
20
30
40
50
60
70
A B C D
Student Difficulties
第十三题
ZJU: Priorities of Chu Kechen learning process
Challenges: Survey result
Chu Kochen students (CKS)1. Concept of ‘innovation’ Definition Possibility for
fostering
2. Understanding of ‘Innovative Talent’
Quality
3. ZJU-Innovative Talent recognition
understanding Curriculum
4. ZJU-Teaching method aim
5. ZJU: Priorities of Chu Kochen learning process
strengthen weakness
6. ZJU- Current situation Degree of Satisfaction
challenges
Closing remarks: TU, PE, ZJU• Similarities - Concentrate superior quality, fostering Topnotch
innovative talent – Research development ability through research plan
• Differences – Recruiting students – Emphasis
• Challenges– Not clear on innovative talent Models – Need more examination of the effectiveness of innovative
talent models– Methods are changing too quickly– Puts extra stress on students
References• Edward E. Lawler (2008). Talent: Making People Your
Competitive Advantage. Jossey-Bass A Wiley Imprint.• Karlson & Micheal (2005). The Natural Advantage of Nations.
UK & USA: Earthscan.• Mariken & Gerda & Jan (2009). How to Strengthen the
Connection between Research and Teaching in Undergraduate University Education. Higher Education Quarterly, 63(1),64-85.
• Mark Easterby-Smith (1987). Change and Innovation in Higher Education: A Role for Corporate Strategy?. Higher Education, 16, 37-52.
• The Boyer Commission (1998). Reinventing Undergraduate Blueprint for America’s Research Universities. Available at http://naples.cc.sunysb.edu/pres/boyer.nsf/673918d46fbf653e852565ec0056ff3e/d955b61ffddd590a852565ec005717ae/$FILE/boyer.pdf
• ZJU website: http://www.zju.edu.cn/redir.php?catalog_id=1000105
References• 来茂德,楼程福,求是创新 追求卓越——浙江大学本科教学改
革探索,中国大学教学, 2004 年 9 月• 叶志镇 龚秋星,以创新为向导,以人才为根本——浙江大学近
5 年的发展为例谈研究型大学科学发展之路,中国科学基金, 2006 年第 6 期
• 韩青青 钟鸣文,探索本科生创新培养模式——浙江大学的案例,高等工程教育研究, 2007 年第 3 期
• 俞前,强化本科生科研能力,培养求是创新型人才,实验技术与管理, 2009 年第 7 期
• 徐小洲,构建创新人才培养的理论与制度——浙江大学的探索,中国高教研究, 2007 年第 9 期
• 杨卫,浅议一流大学建设,中国高校与产业化, 2007 年第 9 期• 方惠英 楼程富 陆国栋,浙江大学本科生科研创新活动的探索
与实践,中国大学教学, 2007 年第 8 期