Appendix 2-Transcripts of Interview Questions
Subject
Dimension Interviewee Transcripts 課程設計策略
The styles of Shanghai and Beijing environments and schools are quite different. We attach importance to the development of the financial environment (CD-1), business development (CD-2), and trend development (CD-3). Our school has three systems (CD-4), the first is China Europe International Business School (CEIBS), which was founded by Jiao Tong University commissioned by the Shanghai Municipal Government (CD-5). The second is AEMBA which was established by Jiao Tong University in cooperation with ING Group. The levels of its curriculum content, faculty and student's grade are the highest (CD-6). The third one is Shanghai Advanced Institute of Finance which is because Shanghai wants to be an international financial center and this system is mainly for the financial policy research and fosters high level financial talents (CD-7).
Basically, Jiao Tung University focuses on Engineering, Tsing Hua University focuses on liberal arts, so everyone always thinks that we have a pragmatic style (CD-8). We have been followed with such style in curriculum design essentially (CD-9). Even so, we will still update curriculum planning based on the overall environment to make adjustments every year (CD -10). It is very systematical so our design can meet the students' needs and expectations (CD -11).
Our school plans the whole EMBA learning process is two years (CD-12), but it can be extended to up to four years (CD-13). From past experience, some students did not complete their courses or papers indeed, but you can apply for extending (CD -14), but only to the end of year(CD-15). This is the final bottom line. If it is still not enough, we must drop out the students(CD-16)!
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Dimension Interviewee Transcripts 課程設計策略 adopted by general business school’s EMBA (CD-18), Shanghai Jiao Tong University also designs Module-teaching for EMBA students (CD-19), including Methodology module (CD-20), Management Practice module 21), International module (CD-22), SJTU features Integration module (CD-23), and Residential module at the beginning of the semester and before graduation (CD-24).
These courses are designed according to the macro environment, future trends ... etc.(CD-25), and then invites suitable teachers to teach (CD-26). Besides, the curriculum design primarily refers to the opinions of Professor Committee and Advisory Committee (CD-27). Professor Committee is composed by Jiao Tong University's teachers (CD-28), and holds three meetings a year. It can directly put forward the demand for courses (CD-29). For example, we currently focus on the regional economy (CD-30), shipping economy (CD-31), innovation (CD-32), finance (CD-33) and the Internet (CD-34) etc., and which are also future developing areas in our country and Shanghai (CD-35).
On the other hand, we also function based on the recommendations of the Advisory Committee (CD-36). The Advisory Committee is composed of students and teachers (CD-37), holding two meetings each year by exchange of ideas to make recommendations for courses design (CD-38). Of course, the decision of curriculum planning is still made by school and professors (CD -39).
There is a very special feature of our EMBA course which is the Residential module (CD-40). This course assembles all students to live together. By group learning, we can have a fuller exchange (CD-41). There are three times before graduation. First time is at the enrollment time, students have to attend a 6-days learning activities. The second will not be apart for too long, the period covers four days. The last time will be held before graduation.
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Dimension Interviewee Transcripts 課程設計策略 much chance to exchange and share during their learning process for a long time. So we assemble students once again before graduation to let them communicate and share with each other. The feedback and evaluation of this module is very good (CD -42).
師資特色 students. From the viewpoint of percentage, our teachers constitute approximately fifty percent (FA-4), and special-appointed professors account for another fifty percent including domestic and foreign renowned teachers and experts (FA-5). If the course belongs to international or practical areas, we will invite outside industry experts to teach 6), because of their rich industry expertise (FA-7) and relatively close relationship with the government (FA-8), so that they can bring to students with different ways of thinking 9). If the nature of the course is academic or theory-oriented (FA-10), it will be taught by our teacher (FA-11). However, our EMBA professors tend to link up some cases and the practical problems, demand, and management challenges of Shanghai in their teaching process (FA-12) in order to stimulate students thinking and applying what they have learned (FA-13).
Our EMBA professors are also highly supported and endorsed by the government (FA-14). For example, we have two teachers who also serve as government advisers (FA-15). Their specialties respectively are economy and finance (FA-16). The government will support them to set up their offices, and own their research teams (FA-17). Regarding th funds, not only the Government will provide them with the budget (FA-18), but also our school will provide resources (FA-19). Because this is also a great honor for our school (FA-20), and means that our school teachers are very professional (FA-21).
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Dimension Interviewee Transcripts 學生性質
(Student Feature, and abbreviation is SF)
We expect the student background can be more diverse (SF-1), and this is also the wish of students for Antai EMBA (SF-2). We will organize students according to the industrial proportion of current and future need of Shanghai development. In other words, when grouping students, we will average industrial proportion of each class (SF-4) to avoid a limited emphasis only on financial or technology industries in a class. The industrial proportion of our students is actually consistent with the talent needed for future Shanghai international development goals (SF-5). You can observe from the documents that most of SJTU EMBA students are from the science and technology manufacturing, trade, telecommunications, media and financial industries (SF-6), these are also the much needed talents for future industrial development of Shanghai (SF-7).
Regarding the selection of EMBA students, in addition to the basic conditions required for general rules, famous graduated school (SF-8), candidate who is serving in the international business as a manager (SF-9), who starts their own business with considerable scale (SF-10), or has other relevant excellent backgrounds (SF-11), naturally weight more. Because EMBA still attaches considerable importance to student’s background (SF-12).
In the process of selection, the documents review such as applicant’s company, personal qualifications accounts for 30% of the score (SF-13). Written test is about 25% (SF-14), while expert interviews accounts for the rest 45% (SF-15). But about the selection of full-time ordinary MBA students (SF-16), written test accounts for 50%
and interview with background review account for another 50%. It meant that the student’s background would not be paid much attention (SF-17). The average age of MBA students is 26-28 years old 18), and our EMBA students' average age is about 38.5 (SF-19).
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國立 政 治 大 學
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N a tio na
l C h engchi U ni ve rs it y
Subject
Dimension Interviewee Transcripts 學生性質
(Student Feature, and abbreviation is SF)
Regarding the research paper, because the full-time student is seeking general master (SF-20) while on-job student is heading toward professional master (SF-21), thesis of general master tend to focus more on academic research (SF-22). But, in addition to the theoretical process and structure (SF-23), full-time students’ thesis still need to make use of case(s) to corroborate (SF-24) in order to completely show the research logics and development (SF-25). As for the professional EMBA thesis, it definitely requires students to employ the management theory or concepts learned from class to the Case Study in line with their industries and companies (SF-26) and propose feasible solutions for future development of the enterprises (SF-27). We even expect student’s research to combine with the problems and challenges of Shanghai economic and industrial development to suggest countermeasures, and the ultimate goal is to be able to produce constructive researches for Shanghai and for China as well (SF-28)!
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Dimension Interviewee Transcripts 校內外合作策
In fact, we also very much hope that our curriculum can be more diversified in the future (CS-1). So in the aspect of exchange, we will continue to hold inter-school activities (CS-2). And we have Association of Jiao Tong Alumni in Taiwan, they will hold activities of exchange (CS-3). For example, recently, they just held a cross-strait forum of elites(CS-4). Taiwanese participating schools have National Taiwan University and National Chengchi University, etc., and our side might have nearly 50 teams to participate. Quite a huge lineup! Through this exchange also We can share more views with each other through this exchange (CS-5). In addition, if these cross-strait exchanges are organized by the student union, thus can be more open (CS-6). If it is organized by the university, it may face some obstacles and inconveniences (CS-7).
Each school has its strengths and focus, regardless of Fudan University, Tongji University, or other schools; they have their own characteristics (CS-8). But Jiao Tong University is confident in EMBA. We always keep on growing and get many advantages on the academic status (CS-9), so I believe Jiao Tong University EMBA is still one of the best schools in the minds of students (CS-10). We certainly quite welcome Taiwan schools to run EMBA in Shanghai (CS-11); by this way, it will increase mutual exchanges and progress (CS-12). But because of the size and contents gap between two-side EMBAs (CS-13), so I think it does not have obvious competitive relationship (CS-14).
Besides, we indeed had ever studied the possibility of cross-strait EMBA with Taiwan Chiao Tung University in Hsinchu (CS-15), or the program design of distance learning (CS-16). But because the tuition 17), market size 18), culture 19), contacts (CS-20), resources (CS-21) and other objective conditions vary (CS-22), so it failed in the end.
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國立 政 治 大 學
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N a tio na
l C h engchi U ni ve rs it y
Subject
Dimension Interviewee Transcripts 校內外合作策
略
( Cooperation Strategy, and abbreviation is CS)
Regarding the suggestions or expectations, we just expect that we can have more opportunities for exchange (CS-23), and the governments of two-side can be more open (CS-24), regardless of we go there or do you come, we all hope the chance can be increased in the future, and also look forward to more interaction (CS-25).