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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
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