China’s science, technology, engineering, and mathematics (STEM) research environment

China’s science, technology, engineering, and mathematics (STEM) research environment: A snapshot, by Xueying Han, and Richard P. Appelbaum, PLOS One (2018).

Abstract (emphasis mine):

In keeping with China’s President Xi Jinping’s “Chinese Dream,” China has set a goal of becoming a world-class innovator by 2050. China’s higher education Science, Technology, Engineering, and Math (STEM) research environment will play a pivotal role in influencing whether China is successful in transitioning from a manufacturing-based economy to an innovation-driven, knowledge-based economy. Past studies on China’s research environment have been primarily qualitative in nature or based on anecdotal evidence. In this study, we surveyed STEM faculty from China’s top 25 universities to get a clearer understanding of how faculty members view China’s overall research environment. We received 731 completed survey responses, 17% of which were from individuals who received terminal degrees from abroad and 83% of which were from individuals who received terminal degrees from domestic institutions of higher education. We present results on why returnees decided to study abroad, returnees’ decisions to return to China, and differences in perceptions between returnees and domestic degree holders on the advantages of having a foreign degree. The top five challenges to China’s research environment identified by survey respondents were: a promotion of short-term thinking and instant success (37% of all respondents); research funding (33%); too much bureaucratic or governmental intervention (31%); the evaluation system (27%); and a reliance on human relations (26%). Results indicated that while China has clearly made strides in its higher education system, there are numerous challenges that must be overcome before China can hope to effectively produce the kinds of innovative thinkers that are required if it is to achieve its ambitious goals. We also raise questions about the current direction of education and inquiry in China, particularly indications that government policy is turning inward, away from openness that is central to innovative thinking.

Implementation of preference ranking organization method for enrichment evaluation on selection system of student’s achievement

Open access Implementation of preference ranking organization method for enrichment evaluation (Promethee) on selection system of student’s achievement, by Karlitasari, Suhartini, and Nurrosikawati, IOP Conference Series: Materials Science and Engineering (2018) Volume 332, conference 1.

Abstract:

Selection of Student Achievement is conducted every year, starting from the level of Study Program, Faculty, to University, which then rank one will be sent to Kopertis level. The criteria made for the selection are Academic and Rich Scientific, Organizational, Personality, and English. In order for the selection of Student Achievement is Objective, then in addition to the presence of the jury is expected to use methods that support the decision to be more optimal in determining the Student Achievement. One method used is the Promethee Method. Preference Ranking Organization Method for Enrichment Evaluation (Promethee) is a method of ranking in Multi Criteria Decision Making (MCDM). PROMETHEE has the advantage that there is a preference type against the criteria that can take into account alternatives with other alternatives on the same criteria. The conjecture of alternate dominance over a criterion used in PROMETHEE is the use of values in the relationships between alternative ranking values. Based on the calculation result, from 7 applicants between Manual and Promethee Matrices, rank 1, 2, and 3, did not change, only 4 to 7 positions were changed. However, after the sensitivity test, almost all criteria experience a high level of sensitivity. Although it does not affect the students who will be sent to the next level, but can bring psychological impact on prospective student’s achievement.