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Fostering Innovative Talent Models in Chinese Keystone Universities

WUN IDEAS OF UNIVERSITIES SEMINAR. Fostering Innovative Talent Models in Chinese Keystone Universities. Dr. Gilsun Song College of Education Zhejiang University May 6 2010. Content. Background: “choice” and “concentration” policies Innovative talents model: TU, PU, ZJU

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Fostering Innovative Talent Models in Chinese Keystone Universities

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  1. WUN IDEAS OF UNIVERSITIES SEMINAR Fostering Innovative Talent Models in Chinese Keystone Universities Dr. Gilsun Song College of Education Zhejiang University May 6 2010

  2. Content • Background: “choice” and “concentration” policies • Innovative talents model: TU, PU, ZJU • Zhejiang University Survey: Student understanding 4. Conclusion 5. References

  3. 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)

  4. How Chinese keystone universities have reacted to the “choice” and “concentration” policies

  5. Background Science and education Priority development Economy (since 1980)： ’Modernization’ Higher education development From cities to countryside KEJIXINGGUO ‘科技兴国 ‘(1980s): The strategy for developing China relies on science and education

  6. 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

  7. Choice and concentration • Project • （1998） 211 Project （Since 1995）

  8. Choice and concentration 211 project (5 year terms)： 6% selected universities 1995 (15) 1996（99）- 2001 （107）- 2006 （ 112） 985 project： 2.3% selected universities 1999 （9）- 2003 （34 ）- At present （39）

  9. Choice and Concentration: 985 Project Government Expenditure 30 billion RMB (1999-2002)：39 universities • World Class universities: • Tsinghua , Peking (each 1.8 billion RMB) • Zhejiang (1.4 billion RMB)

  10. Choice and concentration： 211 Project（1996-2000） 211 Project total funding = 18.63billion RMB • Key disciplines: 6.47billion RMB • Infrastructure construction: 8.55 billion RMB • Public service system: 3.61billion RMB hardware investment (facilities, campus, laboratories)

  11. 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

  12. 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

  13. Choice and concentration • Project • （1998） 211 Project （Since 1995）

  14. 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

  15. Methods of selecting talented students and the models for fostering students: Peking University (PU)Tsinghua University (TU)Zhejiang University (ZJU)

  16. Fostering innovative talent Top Universities: choice and concentration Disciplines Science & Engineering Students： innovative talent Fostering innovative talent through special training Tsinghua University (TU), Peking University (PU), Zhejiang University (ZJU)

  17. Profile: TU, PU, ZJU www.jyb.cn/china/gnsd/200907/t20090719_292570.html http://www.tsinghua.edu.cn/qhdwzy/xxgk.jsp

  18. TU, PU, ZJU: Student selection selecting the most excellent students for special training

  19. ZJU- Chu Kochen Honors College: undergraduate special training system Selected students Two kinds of education training (after 2 years chose major) Special training (4 year double degrees or graduate training) Major training Long term education system Double degree (Flexible training system) Nadenian Medical Class (8 years) Law (BA+ MA/ PhD) Management Computer + X Biology + X Foreign language + X X + Information X + Management X + Law X + Economic Trade

  20. TU, PU, ZJU: Innovative talent model http://ckc.zju.edu.cn/Index http://yuanpei.pku.edu.cn/

  21. TU, PU, ZJU: Innovative talent model

  22. 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

  23. The Zhejiang University “Innovative Talent” model: investigation into student opinion

  24. Survey framework

  25. 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%)

  26. Concept of ‘innovation’

  27. Understanding of ‘Innovative Talent’

  28. ZJU-Innovative Talent recognition

  29. ZJU-Innovative Talent recognition ZJU-Teaching

  30. ZJU-Teaching

  31. ZJU: Priorities of Chu Kochen learning process

  32. ZJU: Priorities of Chu Kechen learning process

  33. Challenges: Survey result

  34. 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

  35. Thank you for your attention Contact : Gilsuns@hotmail.com

  36. 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

  37. 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

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