Higher Education Development and Regional Differences in China

Wang, Lili; Xiao, Wenwen

doi:10.12973/ejmste/78277

Cited by 13 publications

(10 citation statements)

References 11 publications

(5 reference statements)

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“…Higher education in China has proliferated since 1990, with the number of colleges and universities also increasing rapidly [5]. Changes experienced by China are very significant changes and can not be separated from the efforts made by China leaders to implement reforms, especially in education [4].…”

Section: B Chinamentioning

confidence: 99%

“…Based on the official website of Uppsala Universitet, it is known that at Uppsala Universitet in Sweden, there is a Decision Support Systems course with a 1HY126 course code, and the number of credits is 5. Where the scoring system is Fail (U), Pass (3), Pass with Credit (4), and Pass with Distinction (5). With requirements, BSc 180 credit exams in the fields of natural sciences, technology, and social sciences.…”

Section: Decision Support Systems Syllabus In Developing Countriesmentioning

confidence: 99%

“…Higher education is the highest level of academic education before employment, the main channel to enhance knowledge and ability, and an essential component of the education system [5]. Higher education contributes to national development through the dissemination of specialized knowledge and skills [6].…”

Section: Introductionmentioning

confidence: 99%

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Decision Support System Course in Developed and Developing Countries

Akbar

Awang

2020

LITE

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The development of technology and information influences the needs of society and the transformation of the labor market so that higher education is involved in intense competition, including higher education. For this reason, this study observes the higher education system in both developed and developing countries, especially in the teaching of decision support systems (DSS). The method used is descriptive and critical studies by considering the guidelines proposed by Kitchenham and adjusted to the literature review, consists of two main stages: planning and implementation. The research founds that the higher education system in developed countries is ready to face globalization. Developed countries also prepare higher education systems for their students to be able to master 21 st century skills, such as creative, innovative, ability to think critically, ability to solve problems, excellent communication skills, and be able to work in groups. On the other hand, the higher education system in developing countries has to face their local problems. This study is far from perfect; therefore, suggestions are given to other researchers to reveal more detail, more focus, structured, or developed with a far better approach or method.

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Section: B Chinamentioning

confidence: 99%

Section: Decision Support Systems Syllabus In Developing Countriesmentioning

confidence: 99%

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Decision Support System Course in Developed and Developing Countries

Akbar

Awang

2020

LITE

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“…According to Nikel and Lowe (2010) the 'fabric' of quality in education and teaching includes conceptual dimensions, i.e., effectiveness, efficiency, equity, responsiveness, relevance, reflexivity, and sustainability. Moreover, according to Wang and Xiao (2017), 'Education and teaching quality, refers to a series of changes, such as diversification of training objectives and education model, expansion of education function, change of educational philosophy, curriculum, teaching method, admission qualification, management mode and relationship between higher education and society ' (p. 6792).…”

Section: Introductionmentioning

confidence: 99%

“…Comprehensive teacher training studies should be included in order to increase the success of students in developing countries. It is necessary to pay attention to teacher training in order to increase the standard of quality for education and teaching (Wang & Xiao, 2017).…”

Section: Introductionmentioning

confidence: 99%

Students' perceptions of education and teaching quality in a teacher training programme

Avcı¹,

Kalelıoğlu²

2019

HIG

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The aim of this study is to examine students' perceptions about the quality of education and teaching in a teacher education program. For this purpose, "Student Course Experience Scale" which was adapted to Turkish by Özcan (2013) and whose validity and reliability studies were completed was used. In addition, an online semi-structured interview form consisting of open-ended questions was used to get detailed views of students on the quality of learning-teaching processes. The study included 74 students enrolled in a pedagogical formation certificate program of a private university. For quantitative analysis, t-test and one-way ANOVA for independent samples were used, and for qualitative analysis, content analysis was used. Student perceptions of education and teaching quality did not differ significantly according to their gender or graduated programme. Findings from the data provide clues about student perceptions and understanding of the quality of their learning process, including where they need support, and in which areas they feel competent. The findings of this study provide insights for teacher training programmes, institutions, and teaching staff. This study also discusses the factors that should be considered for educating qualified and competent teachers.

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Social and economic factors and their relationship with gender gap in STEM in higher education: A spatial analysis of Turkey

Özmen

2024

GeoJournal

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This study investigates the social and economic factors influencing the enrollment rates of women and men in Science, Technology, Engineering, and Mathematics (STEM) fields across all 81 provinces in Turkey, utilizing a spatial econometric analysis model. This model, considering regional characteristics and spatial relationships, allows for a comprehensive understanding of the geographical distribution of interest in STEM fields and the gender disparities within. Analyses at both global and local levels were conducted to test for the presence of spatial patterns. The impact of social and economic factors on gender-specific enrollment rates in STEM fields was assessed using Ordinary Least Squares analysis, without accounting for spatial autocorrelation. The dataset, based on provincial social and economic indicators for the year 2022, revealed that both women and men in the provinces exhibit similar tendencies towards settling in STEM fields. The preference for STEM fields is lower in the eastern regions, while more pronounced in coastal and industrialized cities. The findings indicate a positive correlation with per capita gross domestic product, the number of teachers in higher education institutes, central government budget expenditure, and the population ratio in the province.

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Higher Education Development and Regional Differences in China

Cited by 13 publications

References 11 publications

Decision Support System Course in Developed and Developing Countries

Decision Support System Course in Developed and Developing Countries

Students' perceptions of education and teaching quality in a teacher training programme

Social and economic factors and their relationship with gender gap in STEM in higher education: A spatial analysis of Turkey

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