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    Building a Leading Country in Education
  • Building a Leading Country in Education
    Deep Integration of Industry, Academia, and Research and the Construction of a Leading Country in Higher Education
    ZHANG Dexiang; WANG Xiaoling
    2023, 39(11): 1-8. https://doi.org/10.16298/j.cnki.1004-3667.2023.11.01
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    The deep integration of industry, academia, and research is the key to the construction of a leading country in higher education, and it is a necessary requirement for the transformation of knowledge production mode and scientific and technological innovation mode. Based on the existing studies, we defined the conceptual connotation of the deep integration of industry, academia, and research. Subsequently, from the aspects of promoting the development of universities, promoting the high-quality development of manufacturing industry, and leading the industrial transformation and upgrading through innovation, we discussed the relationship between the deep integration of industry, academia, and research and the construction of a leading country in higher education. Finally, from the three aspects of culture, system, and organization, we put forward the action strategy of promoting the deep integration of industry, academia, and research to build a leading country in higher education.
  • Building a Leading Country in Education
    The Institutional Path to Remodeling the Function of Higher Education System Under the Background of Chinese Modernization
    WANG Shaoyuan
    2023, 39(11): 9-16. https://doi.org/10.16298/j.cnki.1004-3667.2023.11.02
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    The three historical transformations of China’s modern higher education generally contain the internal logic of promoting higher education modernization with the core of systematic reform and functional reconstruction and supporting Chinese modernization with higher education modernization. It is urgent to rebuild a more diversified, inclusive, and coordinated modern higher education system in order to comprehensively advance the great rejuvenation of the Chinese nation with Chinese modernization. Therefore, it is necessary to follow the logic of institutional innovation, continue to improve the classified development system of higher education that meets diverse needs, speed up the building of a more inclusive system of cross-connection and diverse coexistence of higher education, and establish and improve a dynamic adjustment and systematic opening system of higher education structure that is conducive to coordinated development.
    • Educating and Training Excellent Engineers
  • Educating and Training Excellent Engineers
    Training Excellent Engineers Through Promoting the Integration of Industry and Academia
    Bertrand Raquet; Hubert Jäger; ZHAO Weisheng; SUN Jinsheng; SHEN Yi; LIU Hanlong; BO Zheng
    2023, 39(11): 17-25. https://doi.org/10.16298/j.cnki.1004-3667.2023.11.03
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  • Educating and Training Excellent Engineers
    The Construction Ideas and Implementation Paths of Union for Training Excellent Engineers
    WANG Yang; LIU Jingchao; ZHAO Qinping
    2023, 39(11): 26-31,38. https://doi.org/10.16298/j.cnki.1004-3667.2023.11.04
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    The Union for Training Excellent Engineers (UTE) is important to leverage the advantages of the new national system, implement the integrated deployment of education, technology, and talent through the deep integration of government, industry, academia, and research, and promote the reform of excellent engineer training. Based on organization theory, we analyzed the construction mechanisms and principles and implementation paths from the core elements of common goals, cooperation willingness, and information exchange. For the common goal of cultivating excellent engineers, government departments need to provide policy guidance while universities and enterprises need to deepen two-way integration; research institutions and industry organizations need to provide social support. We should consolidate and strengthen the willingness of cooperation among members by building a resource-sharing platform with multi-subject participation, multi-regional layout, and multi-field integration. Meanwhile, we should design and improve multi-dimensional governance mechanisms, decision-making mechanisms, and incentive mechanisms, strengthen information exchange among members, and ensure the long-term stable operation and functional realization of UTE, promoting the construction of a new paradigm for integrating industry and academia in training excellent engineers in China.
    • Integration of Education, Technology, and Talent
  • Integration of Education, Technology, and Talent
    Better Combination of Teaching and Research in Universities from the Perspective of Science and Education Integration
    LU Xiaozhong1,2
    2023, 39(11): 32-38. https://doi.org/10.16298/j.cnki.1004-3667.2023.11.05
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    The relationship between teaching and research in Chinese colleges and universities has experienced a deepening process of understanding. It is essential in China’s higher education development history that the relationship between teaching and research has shifted from pure teaching to an equal emphasis on science and education to the combination of science and education, and then to the integration of science and education. The integration of science and education is vital for constructing a leading country in higher education and a core proposition for Chinese universities in the era. The meaning of integrating science and education is two-folded: fusion and convergence. Fundamentally, the integration of science and education is based on “combination” and aims at “better combination”. The science and education integration can be recognized and understood in both broad and narrow senses in cultivating talents. The narrow sense means that colleges and universities highly integrate the school-running mode, the education method, and the teaching and research mechanism, focusing on cultivating high-quality innovation talents. The broad sense means that colleges and universities build a community relationship with science and technology industries and research institutes in cultivating talents, leading the collaboration of cultivating high-quality innovation talents for “creating a better future”.
  • Integration of Education, Technology, and Talent
    The Contribution of Higher Education to the Construction of the World’s Talent Centers and Innovation Highlands: Empirical Research Based on Data from 38 Countries Globally
    YANG Jiale
    2023, 39(11): 39-46. https://doi.org/10.16298/j.cnki.1004-3667.2023.11.06
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    Accelerating the construction of the world’s important talent center and innovation highland is a major strategic goal put forward in the Central Conference on Talent Work. The Report of the Communist Party of China’s 20th National Congress has made an overall arrangement of education, science and technology as well as talents for the first time; higher education plays a leading role in this process. Therefore, it is of great practical significance to study the contribution of higher education to the construction of talent centers and innovation highlands around the world. Based on the panel data of 38 countries from 2013 to 2021, the following conclusions have been drawn. First, the world’s talent centers and innovation highlands were still concentrated in North America and European countries during the nine-year period, and the overall situation was “strong in the West and weak in the East”. But China made obvious progress and showed a trend of “rising in the East and falling in the West”. Second, the relative scale of higher education plays a significantly positive role in the construction of the world’s talent centers and innovation highlands. Third, according to the level of economic development, the relative scale of higher education has a significant impact on the construction of talent centers in high-income countries and on the construction of innovation highlands in upper-middle-income countries. Fourth, according to the development stage of higher education, the impact of the relative scale of higher education on the construction of the world’s talent centers and innovation highlands is not significant in the mass stage. The impact is significantly positive after entering the universalization stage. China is striving to enter the ranks of high-income countries, and has realized the transformation from mass higher education to universalization stage preliminarily; its higher education system needs to lay a solid foundation for accelerating the construction of the world’s important talent centers and innovation highlands.
  • Integration of Education, Technology, and Talent
    Scientific, Technological, and Cultural Innovation Talents’ Preferences for City Quality: An Empirical Examination Based on the China Migrants Dynamic Survey
    TIAN Jiawei
    2023, 39(11): 47-54. https://doi.org/10.16298/j.cnki.1004-3667.2023.11.07
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    The city quality, an amalgamation of inherent endowments catering to human needs, plays a paramount role in attracting talents and fostering their innovation. Based on the China Migrants Dynamic Survey in 2017 and characteristic data from 49 leading cities in China, we explored the city quality factors preferred by scientific, technological, and cultural innovation talents (i.e., the highly educated who engaged in innovative work). The findings indicate that the scale of a city significantly influenced the aggregation of innovation talents: the higher the city hierarchy and regional prominence, the greater the ability to attract more innovation talents with higher educational degrees and from more distant locations. Elements of city quality, such as economic development, social inclusivity, environmental comfort, and innovation-support networks, exhibited significantly positive effects on the aggregation of innovation talents. In contrast to short-term stays, innovation talents with intentions of long-term residency played more emphasis on inclusivity and comfort factors of the city, while placing less emphasis on economic factors. This signifies that a more far-reaching consideration beyond economic support is required to attract, cultivate, utilize, and retain talents. It needs to consider the effects of diverse and inclusive culture atmospheres, livable and workable living environments, as well as innovation networks fostering intellectual collisions on the attraction and motivation of talents in a more long-term manner.
    • Digital Transformation of Higher Education
  • Digital Transformation of Higher Education
    Policy Evolution, Realistic Dilemmas, and Implications of Digital Development in European Higher Education
    GUO Yuting
    2023, 39(11): 55-61. https://doi.org/10.16298/j.cnki.1004-3667.2023.11.08
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    The digital transformation of higher education does not happen overnight; it follows the logic of progressive development. In the development process of European higher education digitalization, the European Union has always maintained a high degree of sensitivity and insight into the real-time situation of social development and demand trends, with a forward-looking educational concept of timely and flexible adjustment of higher education digital development strategy. However, the digital development of higher education in Europe is affected by the diversity and dispersion of the political and economic system, which leads to the conflict between unity and coordination in the process of promoting the digital development of higher education in various countries, resulting in the difficulty of reaching a consistent pace of development among European Union member states. China has natural advantages in its political and economic system, and the digital development of higher education has made certain progress, but the transformation and upgrading of its concept and the deepening innovation of its system still needs to be further optimized. We should learn from the concepts and lessons of the digital development of higher education in Europe, review the key points of the digital transformation of higher education, clarify the skill-based talent training orientation, build a self-driven digital transformation culture, and strengthen the digital transformation training of education and teaching.
  • Digital Transformation of Higher Education
    The Fulfillment of Transparency Obligation of ChatGPT’s Involvement in Academic Paper Creation
    CHENG Rui
    2023, 39(11): 62-69. https://doi.org/10.16298/j.cnki.1004-3667.2023.11.09
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    The transparency obligation is a fundamental obligation of trustworthy artificial intelligence, a constituent element of technological due process, and a key responsibility mechanism for achieving the goal of visual justice. As a transition from artificial narrow intelligence to artificial general intelligence, ChatGPT has the ability to generate structured content. While improving academic capabilities, it can also mask academic dishonesty, posing an unprecedented threat to academic integrity. In order to ensure academic integrity in the era of artificial intelligence, it is necessary to establish transparency obligation, apply academic integrity norms and trustworthy AI guidelines, and jointly regulate ChatGPT’s intervention in academic paper creation activities to ensure academic integrity, academic fairness, and academic responsibility. The academic community’s views on whether ChatGPT can be used in the creation of academic papers, such as open use, fair use, and prohibited use, as well as the subject, object, and dual creative subject theories on the copyright of ChatGPT generated content, have a direct impact on the fulfillment standards, fulfillment methods, and forms of responsibility for transparency obligation. The density standards for fulfilling transparency obligation include the “fishbowl transparency” mode and the “reasoned transparency” mode. Regardless of which concept, doctrine, and model is chosen to fulfill transparency obligation, its content depends on the purpose and use of the academic paper, its system depends on academic norms, and its procedure is for visual justice.
    • Research and Exploration
  • Research and Exploration
    The Concept Cognition and Practical Action of Cultivating Top-Notch Students of Basic Disciplines of Liberal Arts: Based on the Survey of the Cultivation Bases of Top-Notch Students of Liberal Arts in China
    ZHANG Liang; SHI Jiahuan
    2023, 39(11): 70-78. https://doi.org/10.16298/j.cnki.1004-3667.2023.11.10
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    Promoting the cultivation of top-notch students of basic disciplines of liberal arts is pivotal to the plan for cultivating top-notch students independently. It is also the key issue of the strategy for the construction of a powerful country in education and culture. This study used the survey method to investigate 458 teachers and 103 administrators from cultivation bases of top-notch students of liberal arts in China. The study found that, on the whole, teachers and administrators are satisfied with the progress of the construction of the bases. The cognition about the concept focuses on strengthening China’s position in the value dimension, enhancing critical thinking in the target dimension, and emphasizing individual endeavors in the path dimension. The bases have explored diverse development paths and models. To further improve the training abilities, it is necessary to update talent training goals with the times based on the innovative practices of Chinese modernization and the responsibility of humanities and social sciences. It is also important to focus on students’ innovation and development and promote systematic reforms supported by disciplines. Furthermore, to enhance high-quality learning, we should return to the origins of individual development and respect and stimulate students’ subjectivity.
  • Research and Exploration
    Research on Demand-Oriented Supply Optimization of Full-Time University Teachers: A Prediction Toward 2035
    GU Liujian; WANG Chuanyi
    2023, 39(11): 79-87. https://doi.org/10.16298/j.cnki.1004-3667.2023.11.11
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    The scale of full-time university teachers is the important task of the construction of teachers’ team, which is of great significance to build China’s strength in education, science and technology, and talent. A model for the supply and demand of scale was applied to predict the demand and supply of full-time university teachers across the whole country, as well as by regions and disciplines in 2035, so as to judge the corresponding supply and demand situation. The study found that the demand for full-time university teachers across the country will steadily expand, but the supply capacity is relatively weak. By 2035, there will be a discrepancy between supply and demand of about 480 000 full-time teachers. Provinces and disciplines with large scale of higher education and weak supply capacity of teachers will face more severe contradiction between supply and demand. To this end, the education authorities need to integrate various talent projects, strengthen the supply capacity of teachers, and alleviate the contradiction between supply and demand of university teachers nationwide by 2035; it is also needed to optimize the regional and disciplinary structure of university teachers by increasing the overall layout of regional university teachers and accelerating the supply of teachers in disciplines that meet the country’s urgent needs.
    • Constructing a Skill-Oriented Society and Developing Vocational Education
  • Constructing a Skill-Oriented Society and Developing Vocational Education
    Vocational Education Promotes Individual Skill Learning: Obstacles and Resolutions
    LIU Keyong
    2023, 39(11): 88-94. https://doi.org/10.16298/j.cnki.1004-3667.2023.11.12
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    Skill learning is a human capital investment behavior, and the factors that hinder individual skill learning mainly include the time difference and unpredictability between skill investment and return, the disproportionate cost and return of skill investment, and the complexity of skill learning that hinders learners’ skill investment. A few countries promote continuous learning of individual skills through skill learning matching, learning cost compensation, learning process motivation, and learning value mining. Receiving vocational education is the main method for individuals to learn skills, but the existence of some institutional barriers affects the effectiveness of vocational education in promoting individual skill learning. For example, the institutional division of the labor market restricts the institutional guarantee of skill learning, the lack of patient capital by the government restricts effective compensation for individual vocational education investment, the inherent cultural identity of society restricts effective exploration of vocational education value, and the geographical division of vocational education resources restricts equal access to skills learning opportunities. To build a development environment for vocational education that promotes individual skill learning, it is necessary to break down the employment barrier of the dual labor market segmentation for vocational education graduates, optimize the paths and methods of government investment in vocational education and training, promote the cross-domain flow and reasonable allocation of high-quality vocational education resources, and improve the social discourse expression of vocational education and skilled talents.
  • Constructing a Skill-Oriented Society and Developing Vocational Education
    The Historical Changes in Skill Formation and the Logic of Vocational Education Reform
    ZHUANG Xizhen
    2023, 39(11): 95-101. https://doi.org/10.16298/j.cnki.1004-3667.2023.11.13
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    The ways, contents, and functions of skill formation have shown different characteristics in different eras: the main ways of skill formation have undergone changes from comprehension to transmission to experience, the main contents of skill formation have undergone changes from embodied cognition to human-machine interaction to digital skills, and the mainstream perspectives of skill formation have undergone changes from being private as human capital to being quasi-public as social resources. Due to factors such as delayed information transmission and dependence on institutional change paths, there is a mismatch between the development of vocational education and the current characteristics of skill formation, including the contradiction between the decentralization of skill formation and the centralization of vocational education governance, the contradiction between lifelong skill formation and the disconnection between vocational education and training, and the contradiction between the multimodality of skill formation and the curriculum form of vocational education. In the future, the curriculum should be used as a starting point to promote the integrated design and development of pre- and post-employment education, enhance the institutionalization and structural level of workplace learning, enhance the accessibility and flexibility of vocational education based on the part-time employment model, and promote the integration and coordination of national, public, and private discourse in skill formation.
    • Vocational Education
  • Vocational Education
    The Governance Modes and Optimization Paths of National Vocational Qualifications: From the Perspective of Skill Professionalism
    LI Zheng
    2023, 39(11): 102-108. https://doi.org/10.16298/j.cnki.1004-3667.2023.11.14
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    The form and function of vocational qualifications are influenced by the level of professionalism of vocational skills. Professional skills have formed a professional qualification governance mode centered on professional power. Managerialism, on the other hand, focuses more on emphasizing the public interest and governance efficiency behind qualifications from the perspective of social power. Professionalism and managerialism jointly shape the form and function of the national vocational qualification certificate system. Based on the professional level of skill, vocational qualification governance modes can be divided into three categories: national corporatist governance for professional-skill positions, social corporatist governance for medium-skill positions, and pluralism governance for low-skill positions. In recent years, there have been various problems in the governance of vocational qualifications in China, such as the strengthening of market power, the dissolution of professional power, the dislocation of certificate governance, the absence of necessary supervision, the disparity in evaluation validity, and the deviation of evaluation standards. In the future, the reform of China’s vocational qualification certificate system should rebalance between professionalism and managerialism, handle the relationship between market power and administrative power, optimize the methods of vocational qualification recognition and skill level evaluation, and establish a mutual recognition and exchange mechanism between vocational qualification certificates and other types of evaluations.