• 沒有找到結果。

Chapter 5 Conclusions

5.3 Research Suggestions

立 政 治 大 學

N a tio na

l C h engchi U ni ve rs it y

even many SJTU EMBA students are from other provinces and countries. After graduation, these students will not necessarily stay in Shanghai for contributing their expertise. In other words, the career goals and motivations of SJTU EMBA students may not necessarily consistent with the education targets of SJTU EMBA for Shanghai's regional economic development.

The conclusion of this study is limited by the design of interview questions and research framework, and the research orientation initially focuses on Shanghai regional economic development, so we did not investigate and analyze the motivations of EMBA students. This is the main limitation of this study.

5.3 Research Suggestions

This study is a qualitative research using case study and in-depth interview.

The subject is the EMBA of Shanghai Jiao Tong University. We recommend that researchers can apply our approach to study other famous international EMBAs in Shanghai to identify their characteristics and special relevance to Shanghai’s future development.

Secondly, given the State Council of China has issued four plans for China Pilot Free Trade Zones: Shanghai, Guangdong, Tianjin, and Fujian. And on April 20, 2015, Further Deepening the Chinese Shanghai Pilot Free Trade Zone Reform Scheme. The required industry management talents for the development of these areas should have a considerable degree of relationship with local EMBA and universities. Therefore, we suggest the follow-up researchers can

立 政 治 大 學

N a tio na

l C h engchi U ni ve rs it y

replicate our research model of Shanghai to conduct different free trade zone research. Different regions may have different development characteristics and strategies, it may also affect the management talent cultivating strategy of local academic institutions.

Thirdly, the development of Taiwan's industry is facing significant challenges and our industrial structure is also facing transition pressures.

Regardless of efforts delivered by the global resource integrator and/or industrial technology leader, the most important key is the mastery of various kinds of talent. About the new demand of talents for different industries, the government needs to facilitate to recruit worldwide high-quality talents, and not just limits to local workforce. So, how to attract domestic and foreign top talents to enhance Taiwan's overall industrial value is a critical issue which our industries, government, and academic circles must actively face. On the other hand, EMBA is one of the strategies to foster industry management talents. Currently, it still needs more people to involve in the study of the relationship of regional developments and local EMBA in Taiwan.

Finally, on 22 August 2013, the State Council approved the establishment of SFTZ (Shanghai Free-Trade Zone). It is the first free-trade zone in mainland China and covers an area of 120.72 square kilometers and integrates four existing bonded zones in the district of Pudong- Waigaoqiao Free Trade Zone,Waigaoqiao Free Trade Logistics Park, Yangshan Free Trade Port Area and Pudong Airport Comprehensive Free Trade Zone. The zone is being used as a testing ground for a number of economic and social reforms. According to the main policy objectives of Framework Plan for China (Shanghai) Pilot Free

立 政 治 大 學

N a tio na

l C h engchi U ni ve rs it y

Trade Zone, China hopes to accelerate the transformation of government functions through two to three years reform, and promote the opening of the service sector and reform of foreign investment management system in order to build up a free trade zone with convenient trading investment, free currency exchange, efficient and convenient supervision, and legal norms in line with international standards. This subject is worth to study for the future reform and opening up of Shanghai and China. However, due to the constraints of time and cost, our study did not explore the relationship between SFTZ requirements and the development of local EMBA. We suggest the following researchers can incorporate SFTZ to systematically study Shanghai EMBA features and strategies.

1. Garlick, S., (1998), Creative Associations in Special Places: Enhancing the Role of University in Building Competitive Regional Economics, DEETYA. Canberra.

2. George, E. St., (2006). “Positioning higher education for the knowledge based economy”, Higher education, 52(4), 589–610.

3. Golub, L. V., (2003), “The Formation of a Regional System of Continuous Professional Education”, Russian Education and Society, 45(7), 42-51.

4. Hudson, C., (2006), “Regional development partnerships in Sweden: a way for higher education institutions to develop their role in the processes of regional governance?”, Higher Education 51, 387-410.

5. Ischinger, B. and Puukka, J., (2009), Universities for Cities and Regions: Lessons From the OECD Reviews, http://www.changemag.org/May-June%202009/full-cities-regions.html.

6. Jia Xi Weng, Pan Zhen Hui, Li Chang Ruan, (2009), “The Role of New Economic Zone in a Big City- The Observation of Shanghai Pudong New Area”, Minghsin Journal, 35(1), 197-212.

7. Keane, J. and Allison, J., (1999), “The intersection of the Learning Region and local and regional economic development: Analyzing the role of higher education”, Regional Studies, 33(9), 896–902.

8. Kettunen, J., (2003), “The length of study of MBA students”, International Journal of Lifelong Education, 22(2), 159-71.

9. Kettunen, J., (2006), “Strategic planning of regional development in higher education”, Baltic Journal of Management ,1(3), 259-269.

10. Kettunen, J., (2008), “A conceptual framework to help evaluate the quality of institutional performance”, Quality Assurance in Education,16(4), 322-332.

11. Kettunen, J.,(2005), “Implementation of strategies in continuing education”, International Journal of Educational Management, 19(3), 207-217.

12. Kuklinski, A., (2001), “The Role of Universities in Stimulating Regional Development and Educating Global Elites”, Higher Education in Europe, XXVI (3), 437-445.

13. Lechat, Jean-Marie, (1979), “University Influence on Regional Development:

example of a new creation--the Louvain Catholic University at Louvain-La-Neuve”, European Journal of Education, 14(3), 239-250.

14. Maidment, F., Coleman, J., & Barzan, S., (2009), “Characteristics of Executive MBA Programs at Public Colleges in the United States”, Research in Higher Education Journal, 4, 1-9.

15. National Committee of Inquiry into Higher Education, (1996), Higher Education in the Learning Society, Report of the National Committee, NCIHE, Lodon.

16. National Financial Information Center Index Research Institute Standard & Poor’s Dow Jones Index Co.,(2014), Xinhua•Dow Jones International Financial Centers Development Index,.

http://www.sh.xinhuanet.com/shstatics/zhuanti2014/zsbg/en.pdf

17. NÉ METH, B., (2010), “The Accelerating Roles of Higher Education in Regions through the European Lifelong Learning Initiative”, European Journal of Education ,45(3), 451-466.

18. OECD, (1999), The Knowledge-Based Economy: A set of facts and figures, Paris:

OECD.

19. Pawlowski, K., (2009), “The ‘Fourth Generation University’ as a Creator of the Local and Regional Development”, Higher Education in Europe, 34(1), 51-64.

20. Schutte, Frits, (1999), “The University-Industry Relations of an Entrepreneurial University: the Case of the University of Twente”, Higher Education in Europe, 24(1), 47–65.

21. Taylor, S. J., & Bogdan, R., (1984), Introduction to qualitative research methods, New York: John Wiley & Sons.

22. Thanki, R., (1999), “How do we know the value of higher education to regional development?”, Regional Studies, 33(1), 84–88.

23. Turner, David A., (1997), “The economic impact of a university on its environment”, European Education, 29(3), 88-95.

24. Walshok, M.L., (1997), “Expanding Roles for Research Universities in Regional Economic Development”, New Directions for Higher Education, 17-26.

25. Wei, B., (2009), “Formational Mechanism and Regional Growth Patterns of Private Higher Education in China”, Chinese Education and Society, 42(6), 74-90.

26. Xin Lu Lee, (2007), “The Characteristics, Status, Development Trends of China's EMBA education”, Journal of Changzhou Institute of Technology, 25(1),117-120.

27. Yao Zhen Chen, (1999), “A Research of Employing Distance Learning to Set Professional Continuing Education System”, Information Literacy and Lifelong Learning Society International Conference on Social Proceedings, pp.247-265, Taipei, Taiwan National Normal University.

28. Ying Jie Pan, (2010), “Abroad Continuing Education and Domestic Continuing Education Developments Studies”, The Continuing Education Research, Vol.6, pp.

11-12.

29. Zhao, J., & Guo, J., (2002), “The restructuring of China’s higher education: An experience for market economy and knowledge economy”, Educational Philosophy and Theory, 34(2), 207–222.

立 政 治 大 學

N a tio na

l C h engchi U ni ve rs it y

Chinese:

1. 上海交通大學EMBA 課程介紹網頁(2015), http://emba.sjtu.edu.cn/curriculum/set.html#p1 2. 上海交通大學EMBA 課程介紹網頁(2015),

http://emba.sjtu.edu.cn/faculty/emba_introduce.html 3. 中國上海市政府網站(2012.2),

http://www.shanghai.gov.cn/nw2/nw2314/nw2319/nw2404/nw29352/nw29353/u2 6aw30764.html

4. 中國社會科學院網站(2011.3), http://www.cass.net.cn/index.asp 5. 英文金融時報(Financial Times),

http://rankings.ft.com/businessschoolrankings/emba-rankings-2010

6. 英 國 QS (Quacquraelli Symonds) 高 等 教 育 研 究 機 構 網 站 (2011.9) , www.topuniversities.com

7. 宴維龍等 (2008), “極化或擴散:江蘇經濟與高等教育協調發展研究”,淮海工 學院學報,第17卷第3期,頁77-80。

8. 焦家俊、李本友 (2004), “建設國際化大都市與上海成人高等教育的使命”, 華東理工大學學報,第1期,頁114-115。

9. 董鵬、李慶寶 (2014), “上海自由貿易區的功能及其前景研究”, 大仁學報,第46 期, 頁43-54。

10. 謝作栩 (2001), “高等教育大眾化進程中的區域發展問題初探”,廣東工業大學 學報,第1卷第2期,頁11-16。

立 政 治 大 學

N a tio na

l C h engchi U ni ve rs it y

相關文件