Higher Education Input, Technological Innovation, and Economic Growth in China

Zhou, Guangyou; Luo, Shusheng

doi:10.3390/su10082615

Cited by 68 publications

(54 citation statements)

References 21 publications

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“…The fact that teacher candidates' ability to use local language, basic mathematics knowledge, learning, and entrepreneurship skills are significantly higher than those of university graduate teacher candidates can be interpreted in the way that they are still connected with the classes and that they are younger. There is a close relationship between pursuing technological developments and success [115]. In the study performed by Grilo and Thurik [116], it was stated that the lack of recognizing what difficulties individuals will face when they will attend the professional life may have a positive effect, and this statement shows similarity with the findings of this research.…”

Section: Discussionsupporting

confidence: 77%

Examination of Teacher Candidates’ Lifelong Learning Competence and Basic Motivation Resources as Parts of Sustainability

Ilgaz

Eskici

2018

Sustainability

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The purpose of this research is to determine the level of teacher candidates' lifelong learning competence and basic motivation resources and to examine the lifelong learning competence and basic motivation of teacher candidates in terms of some variables (gender and to be a university student or not). For this purpose, a quantitative study was designed. The research was conducted with 382 teacher candidates being educated in the pedagogical formation program at Trakya University. In this research, "Key Competences for Lifelong Learning Scale" and "Basic Motivation Resources Scale" were used as tools for measurement. As a result of the analyses, it was determined that the basic motivation resources of teacher candidates in all of the dimensions of the scale and lifelong learning competence of teacher candidates except from "communicative competence at a foreign language/s" sub-dimension of the scale are above average. In terms of gender variables, significant difference was found in the "communicative competence at a foreign language/s" sub-dimension of "Key Competences for Lifelong Learning Scale" in favor of male teacher candidates and, on the other hand, significant differences were found in the "the competence of learning to learn" and "the competence of cultural awareness and expression" sub-dimension of "Key Competences for Lifelong Learning Scale" in favor of female teacher candidates. The lifelong learning concept [15], which is used to describe the activities that people perform throughout their lives in order to develop their knowledge, skills, and competencies in a given area due to personal, social, or employment-related reasons, is seen as a process starting in the beginning of the pre-school and continuing throughout the compulsory education and teaching periods [16]. From this point of view, lifelong learning, which is seen as a continuous process [17], can be described as a set of learning activities aimed at improving the knowledge, skills, and competence of an individual [18]. Indeed, as pointed out by Kulich [19], the lifelong learning which can also be defined as giving education to the individuals throughout their lives, precisely means that education exists within all phases of the life cycle, in other words, throughout one's whole life [15].The content of the concept of lifelong learning leads to the actualization of learning as a sustainable process, since learning never stops for humans, according to lifelong learning. The development of new ideas is indicated by Dash and Mohan [20]. Catching this development makes continuous learning to be essential, namely it obliges the individual to learn throughout life. Ryan and Deci [21] report that the individual should maintain lifelong learning with inner motivation, not pressure or award for sustainable lifelong learning. It is also stated by Hargreaves and Fink [6] that education has an important place for the renewal of human beings and that the most important difference distinguishing the living beings from non-living beings is the self-sust...

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Section: Discussionsupporting

confidence: 77%

Examination of Teacher Candidates’ Lifelong Learning Competence and Basic Motivation Resources as Parts of Sustainability

Ilgaz

Eskici

2018

Sustainability

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“…Our empirical results reveal that Vietnam should promote vocational education and develop a more open, flexible system that is less dependent on credential hiring, especially in the public sector, to achieve sustainable productivity and economic growth. This finding is consistent with that of a study documenting the importance of higher education to economic growth in China [14]. Given these findings, we argue that to maintain its sustainable productivity growth, Vietnam needs to upgrade its education system.…”

Section: Introductionsupporting

confidence: 91%

Return on Education in Two Major Vietnamese Cities

2019

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To maintain its sustainable productivity growth, Vietnam needs to upgrade its education system. Although studies have examined the return on schooling in Vietnam, none have focused on Hanoi (the capital) or Ho Chi Minh (the biggest economy), which differ markedly from the rest of the country in terms of their levels of education and development. We address this gap in the literature using an extended version of the classic Mincerian human capital equation and data from the latest Vietnam Household Living Standard Survey (2016). The Heckman two-stage method is used to address selection bias. In the two cities, there is no wage premium for people with a general education. Thus, workers need to earn at least a vocational degree to increase their wages significantly over those of people with a general education. In general, Ho Chi Minh offers higher salaries (4.45%) and tends to reward experience, whereas Hanoi pays more for an additional year of education (1.95%). Therefore, Vietnam should promote vocational education and develop a more open, flexible system that is less dependent on credential hiring, especially in the public sector. Lastly, we highlight the need to study returns on sustainable education in specific economic regions in Vietnam.

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“…The Granger causality test is a statistical explanation of the relationship between variables, which is essentially a test of whether a variable's lag variable can be introduced into other variables' equations [55]. Thus, the Granger causality test is a pivotal approach for determining the causality among variables of time series.…”

Section: Methods For Analysing Causal Relationships Between Heo and Isementioning

confidence: 99%

“…Vector autoregression (VAR) is a model based on the statistical properties of data; it constructs the model by considering each endogenous variable in the economic system as a function of the hysteresis value of all endogenous variables in the system, and then analyses the dynamic impact caused by random disturbance on the variable system to explain various economic impacts on the formulation of economic variables [55]. Compared with ordinary simultaneous equations, the VAR model deals with all variables as endogenous variables, reducing the uncertainty in the simultaneous equation model due to subjective error.…”

Section: Methods For Analysing Response Style and Contribution Ratementioning

confidence: 99%

Interaction between Higher Education Outputs and Industrial Structure Evolution: Evidence from Hubei Province, China

et al. 2019

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In China, the government has made great achievements in mass higher education and intended to promote sustainable economic and social development. However, China still lacks innovation today and is trapped in its low-value-added industrial dilemma. Therefore, this paper aimed to understand how higher education outputs and industrial structure evolution affect each other by analysing evidence from Hubei, China, from 2004 to 2013. This paper quantified higher education outputs into graduate scale, education advancement, and innovation outputs and quantified industrial structure evolution into industrial structure upgrading and industrial structure rationalisation. Next, we applied the Granger causality test, vector auto-regression model, impulse response function, and variance decomposition to explore the causal relationships, response styles, and contribution rates between the indicators. The findings are as follows: (i) industrial structure upgrading and rationalisation are the Granger reasons for education advancement, and innovation outputs and graduate scale are the Granger reasons for industrial structure rationalisation; (ii) industrial structure upgrading and rationalisation can promote education advancement both quickly and significantly, however, education advancement, in turn, does not contribute to industrial structure evolution; (iii) though the contribution of innovation outputs to industrial structure rationalisation is hysteretic, it is greater than that of the graduate scale.

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Higher Education Input, Technological Innovation, and Economic Growth in China

Cited by 68 publications

References 21 publications

Examination of Teacher Candidates’ Lifelong Learning Competence and Basic Motivation Resources as Parts of Sustainability

Examination of Teacher Candidates’ Lifelong Learning Competence and Basic Motivation Resources as Parts of Sustainability

Return on Education in Two Major Vietnamese Cities

Interaction between Higher Education Outputs and Industrial Structure Evolution: Evidence from Hubei Province, China

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