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This study used the provincial panel data on policy adoption rate of university-affiliated think tanks in China from 2005 to 2017 and built a fixed effects model to explore the impact of the policy adoption rate of university-affiliated think tanks on China's economic growth. The results indicated that China's university-affiliated think tanks developed rapidly and the quality of policy advice improved significantly, but obvious regional imbalance existed. The policy adoption rate of university-affiliated think tanks can significantly affect China's economic growth. The impact was significant in the eastern developed region and western underdeveloped region but not in the moderately developed region in central China. The impact was significant in both the southern developed region and northern underdeveloped region, while the impact in the south was more significant than this in the north. Besides, the policy adoption rate of university-affiliated think tanks had obvious time effect on China's economic growth. As time went by, the effect became stronger, which was significant in eastern and central China but not in the western region. The enhancement of effect was significant in both the southern and northern regions, while the enhancement in the south was higher than this in the north.

South Asian economies has witnessed very slow growth over the years and the gap has widened manifold between other nations of Asia particularly East Asian nations and South Asian nations. This paper examines co-integration between the economic growth and reach of higher education in South Asian nations explaining this disparity. The research employed an econometric panel co-integration investigation to analyse the long run relationship of higher education and economic growth among these nations. The research confirmed positive long run causality between the economic growth of the South Asian nations and gross enrolment ratio of higher education. So, if the South Asian nations continue with their existing pattern of paying less attention to higher education by allocating low share of investment on it, poor human capital formation would result in growing further economic disparity between developed and South Asian nations where rich nations would remain richer and poor nations would remain poor with the gap remaining unabridged. This research will serve as an aid to policy makers, educators and financers of South Asian nations to bridge the gap between high- and low-income nations. The focus on the quantum of spending on higher education by the government will help improve the reach of tertiary education and build economic prosperity in these nations.

With the adjustment of industrial structure of China in recent years, the market urgently needs different levels of professionals. Specialty education is an important part of higher education in China, has its unique advantages. Through the analysis of the history data of specialty education in our country, the result shows that the specialty education scale has been increasing steadily. However, there are many variables and parameters influencing the enrollment scale. Based on the econometric method, four linear trend prediction models are given and compared. The results show that the accuracy of the simple linear model with lagged data is higher than that of the normal undergraduate enrollment linear model and the model with GDP variable.

This paper focused on issues of retention and the individual needs of international students at a southern university through videotaped group interviews with six students from Africa, China, India, Japan, Jordan, and Nepal. Students were asked questions concerning their first experiences at the university, experiences out in the community, academic issues and concerns, and other needs. Asking for and paying attention to the details that support international students in their quest to receive an American education will support the students where they need it and also provide an atmosphere that will encourage more international students to follow. (Contains 1 table.)

In recent years, domestic demand for MBAs has fallen in most major Western markets but has increased or remained stable in emerging economies such as China and the United Arab Emirates (UAE), which are the two countries globally that host the largest numbers of international branch campuses. Thus, this research aimed to discover why students in China and the UAE still want an MBA. A survey questionnaire was completed by a total of 354 MBA students, at two universities in China and two universities in the UAE. Some of the results were surprising and unexpected. For example, recognition, prestige and networking--all key features in Chinese and Emirati societies--were found not to be key motivators for wanting an MBA. Instead, the desire to acquire knowledge and skills was the strongest motivator among respondents, accounting for 32.4 per cent of variance. This was followed by reasons associated with intrinsic benefits. The findings have implications for institutional strategy, curriculum design, program delivery and the marketing of programs.

Projections for the global economy frequently center on the BRIC countries: Brazil, Russia, India, and China. As futurists and economists alike define and re-define both formal and informal coalitions (for example, by broadening the R in BRIC to include all Eastern European economies or instead re-directing the discussion to G-8 countries or to World Trade Organization members), the education profiles of the individual nations sometimes resemble economic indicators: what is imported, what is exported, and what is the potential for expansion. Higher education, and specifically distance learning (the Clicks element of this paper), can already be charted in these terms for some nations. This paper describes the current role of distance learning in countries described as growing economies and proposes a typology for describing change as additional data become available. The paper informs readers of global developments in distance education, using the BRIC nations as examples.(Contains 3 figures, 4 tables, and 13 resources.)

Although innovation policy usually follows the business cycle, it is both desirable and possible to reverse this trend. Perhaps the most telling commentary on contemporary Europe is the silence that met the presentation, at the recent European Parliament Innovation Conference, of the Chinese R&D spending curve passing the European Union curve in 2013. This intersection is a symptom of a deeper divergence in response to economic downturn between societies committed to innovation and those committed to austerity. One response to downturn is to double down on fiscal stimulus to increase spending in the short term and to create jobs, exemplified by the early Obama Administration's relatively modest stimulus package. Another response is to pull back, decrease government spending or, at best, hold it constant, as in the UK. The optimal response, as exemplified by China's continuing infusion of resources into higher education and advanced technology development, is for government to pursue fiscal expansion targeted at innovation, providing short-term economic stimulus while accelerating the transformation from a manufacturing-based economy to a knowledge-based economy.

New England faces a concerning dip in its higher education enrollment, due in significant part to declines in the region's birth and high school graduation rates that are both projected to continue through 2029. Despite these trends, New England's postsecondary institutions continue to attract a large number of international students to the region, according to the 2018 Open Doors report released by the nonprofit Institute of International Education (IIE) and the U.S. Department of State's Bureau of Educational and Cultural Affairs (ECA). This article summarizes the findings from the report and the impact international students have on higher education in New England. Despite the economic and cultural value foreign students add to college campuses and the workforce, New England's strong international enrollment figures may be in jeopardy in 2019. What can be expected for 2019 is presented. Economic impact by state is summarized: (1) Connecticut; (2) Maine; (3) Massachusetts; (4) New Hampshire; (5) Rhode Island; and (6) Vermont.

Data from a comparative study of the educational, career, and migration strategies of rural school students in Russia, China, and Kazakhstan show high levels of educational aspiration. This is likely to increase the flow of population to urban areas, to increase the rate of urbanization, and to have demographic and economic consequences that will affect the way these countries develop in the future.

Chinese vocational colleges are being compromised because the central government is moving more of its educational resources to the top-tier universities. Although vocational college enrollments have slowed in the increasingly high-tech eastern provinces, colleges in the western part of the country are poised for increased enrollments to address regional employment demands. The recent global economic downturn has put the future of Chinese vocational colleges, at least in the short term, in doubt--and much of the new transportation infrastructure necessary for the west has for the moment been left incomplete. In response to increased government support of top-tier universities, the once burgeoning vocational college movement seems in limbo. This article argues that for the economic future of China, the country must support a diversity of institutions.

This study examines the trends in the Mincerian rates of return (MRRs) to education in urban China between 1989 and 2009 using two sources of data: the China Urban Household Survey and the China Health and Nutrition Survey, and attempts to explain the underlying causes of the trends. The authors find that while the rates of return to education had been rising steadily since 1992 in urban China, a trend consistent with earlier studies, they have stagnated and even shown a statistically insignificant and very small decline between 2004 and 2009. Using the conceptual framework of supply, demand and institution in labor economics, the authors show evidence that the rapid rise in MRRs since 1992 has been driven by the strong relative demand for skills and productivity unleashed by the market-oriented economic reforms of the late 1980s and 1990s when relative supply of skilled labor was by and large stable. However, the "great leap forward" in senior secondary and tertiary education since the late 1990s produced huge numbers of graduates by the mid-2000s, outpacing the growth of relative demand for skilled labor due to the economy's overdependence on low value-added industries such as manufacturing and construction. The apparent slowdown in the deepening of marketization since the mid-2000s may have also contributed to the stagnation or slight decline in the returns to education in urban China.

Students in China are being shouldered with more financial responsibility for their higher education. This shift impacts individuals across the economic spectrum in different ways. This paper assesses recent trends in China's higher education tuition and fees, and the implications on educational equity. Results document substantial increases in tuition and fees since 1996. China's policies have caused costs to rise to the point where they now exceed the abilities of many individuals to pay. As a consequence, many lower income families find it impossible to afford higher education without assistance. Recently, the government began increasing financial assistance to low-income families. This has resulted in some relative improvements. While progress has been noteworthy, it will be important for the Chinese government to continue reforming student subsidy programs and student loans policies in order to foster more equal access for capable students from all economic backgrounds. (Contains 4 tables.)

Powerful nations have influential systems of higher education. The article explores the possible pattern of geopolitics in the twenty-first century, and the competing prospects of America and its rivals in higher education and research. Pressures on both the American and non-American worlds are evaluated, along with relative economic strengths, and how factors such as these translate into intellectual prowess. The article suggests that peak intellectual and research achievement is dependent on cultural factors, and that America remains well positioned as an intellectual nation despite fierce competition from rivals because of unique cultural characteristics. (Contains 6 notes.)

From afar, the boom in China's higher education system seems to be one more indication of its ceaseless rise overall. Potentially it is the most significant sign, since a China that could rival the existing American and Western-democratic dominance of the world's research and educational establishment might enjoy many other advantages as well. These could extend from the highly practical, such as the advanced-technology industries that through the past century have been fostered by world-leading research centers, to the "softer" but ultimately more important role of setting intellectual and cultural standards, and training future elites from around the world. America's two truly crucial strategic advantages are the strength of its higher education system and its ability to attract and absorb an outsized share of the world's talent. Clearly these two strengths are related, and if China were able to overtake other countries in this measure, too, it would have important ramifications for the United States. The strengths and limitations of China's higher education drive are of obvious importance to anyone involved in America's university system, and they bear directly on questions of governance as well. The factors that will determine China's evolution as a higher-ed power--intellectual openness and a culture of free inquiry and debate, transparent and trustworthy systems of accountability, stable relations between civil and academic authorities, a balance between independence for faculty members and students and a larger awareness of society's needs--are bellwethers for its development more broadly. China's ability to develop the right kind of university system, with the right governing structures, will tell a lot about the role China will play in the world. For now, these tasks look harder for China than most outsiders assume.

This article reviews the education reform and development footprints in China by analyzing four key education policy documents in the past three decades. The conclusion is that the reform and development of China's educational establishment have provided excellent support for the operations of China's political and economic systems. The reality is that all the great achievements are manifested in quantitative changes as exemplified by nine-year compulsory education and the popularization of higher education. However nowhere, from the concept of education to the administration of education, has there been any fundamental change of substance. The reform of education, like economic reform, will probably be heading to deeper waters. (Contains 3 tables and 2 notes.)

Doctoral graduate research performance (DRP) is recognized as one of the most critical indices for evaluation of the success of doctoral education. Doctoral graduates with high research performance directly reflect a higher ability in academic research and academic achievement. Consequently, identifying which factors influence DRP is potentially of great value. This topic is also challenging because of difficulties in identifying the impact factors on research performance and the feasibility of the relative data collection. This paper first examines the relationships between the indicators and DRP. After a review of previous literature, the focus is on the doctoral graduates' individual factors, advisor factors and learning performance. Data is collected from graduated doctors from the Science Schools of University of Science and Technology of China (USTC). Contrary to expectations, our findings indicate that, based on the Chinese context, learning performance does not appear to be strongly associated with research performance. Individual factors (status of academic origin) do have significant effect on DRP. The advisor factors (including academic status, academic experience and allocation of energy) show a relatively strong association with DRP, in terms of both the number of publications and the impact factor of Science Citation Index (SCI) cited journals.

Different generations of Americans understand China quite differently. This, of course, is true of many topics. However, the turbulence of Chinese history and U.S.-China relations in the 60 years since the founding of the People's Republic of China (PRC) in 1949 has deepened the gaps in generational thinking about China. Those who came of age in the America of the 1950s and 1960s would remember when China seemed like North Korea does today--isolated, aggressive, the land of "brain washing." Those who first learned about China in the 1970s, perhaps, had teachers who were inspired by Maoist rhetoric and believed young people could break out of the old culture of self-interest and lead the world to a more compassionate future. The disillusion that came with more accurate understanding of the tragedies of the Great Leap Forward and Cultural Revolution led some people to try to understand China more fully. Many of the author's college-age students, though, seem to have dismissed most PRC history as just another part of the bizarre failed story of world Communism. For current secondary students, the spectacle of the 2008 Olympics and the skyline of bustling Shanghai may make both Mao and the 1989 Tiananmen Square violence seem irrelevant to today's China. These students will encounter disparate views of China among various generations of Chinese and American observers. That poses a challenge to teachers. To help students integrate the disparate accounts, they must teach them to understand the radical transformations that have marked the 60-year history of the PRC. In this article, the author stresses five themes--the significance of Maoism, experiments in governance, economic development, conformity and diversity, and China's foreign relations and global impact--with key events, people, and terms that she would want students to know about and which can form the basis of a stimulating week-long or year-long lesson plan. (Contains 10 notes.)

Economic development and social progress in China's ethnic minority regions depend on improvements in population attributes brought about by education. Developing education in China's ethnic regions is a project of fundamental significance for realizing sustainable economic and social development in the ethnic regions. Improving the economic returns of education in China's ethnic regions is beneficial for making educational input-output more consistent with the needs of the ethnic regions' economic development. In this article, we proceed from the perspective of educational economics, take China's ethnic regions as our study subject, and draw upon relevant data from the "China Statistical Yearbook" to measure and calculate the current state of economic returns from education in the ethnic regions, analyze their influencing factors, and explore feasible ways of improving the economic returns of education in China's ethnic minority regions. (Contains 6 tables and 4 figures.)

Economic globalisation is the defining characteristic of our age and a process which is transforming the parameters of the national state and global power relations. However, it is also a contradictory, uneven and unpredictable phenomenon. East Asia has been at the epicenter of globalisation for the past 30 years and will continue to be so with the rise of China's economy. The region has been one of the main beneficiaries of the globalisation process, with exceptional geo-political advantages producing terms of engagement with the global economy not matched by other developing regions. However, its relations have also been paradoxical. At a time when globalisation theory predicted the demise of the national economy and the waning of national identity, East Asian growth was driven, above all, by the developmental state, with strong and interventionist Governments often successfully supporting "national" neo-merchantilist economic policies and strong state identities. Some argue that the developmental state has now run its historical course, made redundant by its own success in the global market. This article examines the evidence for the changing nature of the state in the global economy and asks what are the likely future forms of the state in East Asia. (Contains 3 notes.)

Considerable research has been undertaken into the issue of Sino foreign strategic alliances in the area of higher education, particularly since the late 1990s, when universities in China signed an increasing large number of alliance agreements with foreign universities (Willis 2000, 2005a). Although there has been considerable research regarding various aspects of these alliances, including the types of activities undertaken, and the levels of alliances formed in this sector (Hayhoe 1989, 1996; Willis 2000), there has been less evaluation of the factors which have motivated the majority of Chinese universities to actively seek suitable foreign partners for collaboration particularly in regard to the delivery of activities and programs within China. This research identifies a range of factors driving the Chinese desire to form alliances with foreign universities. These in general relate to the special and somewhat idiosyncratic role of universities as agents of social and economic change in China. To effect this change they have often sought foreign partners who are able to assist China to develop a market economy. Universities within the Chinese top 100 university system have become increasingly selective in their choice of foreign universities and are requiring far higher levels of commitment than hitherto. It is now not unusual for foreign universities to deliver degree programs in China, and not just via study abroad and distance means. Gradually, over time, Chinese universities have become more discerning, particular and careful in the selection of foreign university partners. To this end, this paper identifies three distinct phases of Chinese university selection of foreign partners, dating back to 1978. The current phase, which emerged around 2000-2001 underscores the growing desire on the part of Chinese universities to select better quality, more committed and longer-term foreign partners-partly an issue of signing agreements with fewer, but better universities than in the past when a more "scattergun" approach was utilised. (Contains 2 tables.)

This paper summarizes the phenomenon of offshore outsourcing and relates it to the history and current state of engineering education and the engineering profession in Europe and the USA. In order to assess the climate affecting employment decisions by and about engineers we have used as sources mostly the serious press, with an emphasis on material dating from 2004 forward. The authors conclude that despite anxiety about the out-migration of engineering and technical jobs to places such as India and China, there is reason to see offshoring as the result of Western investment in capacity building in developing countries and to believe that the creation of new jobs will outpace the rate of job loss in Europe and the USA. The paper should serve as a prod to policy-makers and educators to set about creating an environment in which highly educated engineers and technical employees can continue a pattern of economic revitalization.

The purpose of this study is to explore the impact of the PESTLE (Political, Economic, Social, Technological, Legal, and Environmental) framework on the motivations of Chinese students to pursue a higher education degree at Australian universities following the COVID-19 pandemic. We conduct a survey with a unique sample of 446 Chinese undergraduate students who are looking to study a postgraduate degree abroad. Seldom used in an educational setting, our empirical findings show a positive effect of PESTLE, particularly the economic factor, on students' choice to study abroad, which is contrary to the null hypothesis. This study has broader implications for university administrators as it suggests that the PESTLE model can be a useful tool in analyzing education choices at a time of uncertainty. [ABSTRACT FROM AUTHOR]