中國上海之區域經濟發展及其知名EMBA關係 - 政大學術集成

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(1)國立政治大學亞太研究英語碩士學位學程碩士學位論文 International Mater’s Program in Asia-Pacific Studies College of Social Science National Chengchi University. 政治大 EMBA 關係中國上海之區域經濟發展及其知名. A Study of the Relations立between Regional Economic Development of. ‧. ‧ 國. 學. Shanghai China and Its Renowned EMBA Program. sit. y. Nat. n. er. io. 指導教授：陳小紅教授 al v Chen i Advisor: Prof. Hsiao-hung Nancy n Ch g c h i U偉研究e n生：喬 Student: Woei Corwin Chyau. 中華民國 105 年 7 月 July. 2016.

(2) 摘. 要. Shanghai has been China's economic, financial and trade centers. The key for Shanghai to achieve the strategic goal of realizing international center is whether to create and attract a lot of strategic management talents who are familiar with financial center operation and management and with market influence power. On the other hand, knowledge-based activities can bring economies with a very high production value. In an economic system, the creation, dissemination and use of knowledge are the main driving force for the. 政治大 Especially EMBA continuing education has direct positive impacts on the 立. promotion of industrial growth, the accumulation of wealth, and job creation.. ‧ 國. 學. contribution of knowledge economy and industrial development.. This research will focus on Shanghai’s international renowned EMBA. ‧. program-Antai EMBA of Shanghai Jiao Tong University, and identify its unique. y. Nat. io. sit. operating strategy by the actual in-depth interview with the project manager, and. n. a. er. further explore its EMBA development outline as the reference point for the. v. i l Taiwanese universities’nEMBA. international development of. Ch. engchi U. SJTU EMBA curriculums can be categorized into five modules and the Management Practices module, SJTU Features Integration module and International module have strong relations with the development of Shanghai's strategic emerging industries. Besides, SJTU EMBA faculty’s professions has the strongest relations with International Economic and Financial Centers of "Shanghai Strategic Emerging Industries Development in the Twelfth Five Year Plan", and the industrial proportion of SJTU EMBA students is actually consistent with the required talents of Shanghai’s future international I.

(3) development goals. This reflects the urgent talents need for future industrial development of Shanghai. SJTU EMBA has also adopted three strategies: the international renowned academic institutions, the cross-strait academic exchanges, and local government to meet the urgent need of industrial development of Shanghai and China. 關鍵字: 上海、EMBA、終身教育、區域經濟發展、國際金融中心. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. II. i n U. v.

(4) ABSTRACT Shanghai has been China's economic, financial and trade centers. The key for Shanghai to achieve the strategic goal of realizing international center is whether to create and attract a lot of strategic management talents who are familiar with financial center operation and management and with market influence power. On the other hand, knowledge-based activities can bring economies with a very high production value. In an economic system, the creation, dissemination and use of knowledge are the main driving force for the. 政治大 Especially EMBA continuing education has direct positive impacts on the 立. promotion of industrial growth, the accumulation of wealth, and job creation.. ‧ 國. 學. contribution of knowledge economy and industrial development.. This research will focus on Shanghai’s international renowned EMBA. ‧. program-Antai EMBA of Shanghai Jiao Tong University, and identify its unique. y. Nat. io. sit. operating strategy by the actual in-depth interview with the project manager, and. n. a. er. further explore its EMBA development outline as the reference point for the. v. i l Taiwanese universities’nEMBA. international development of. Ch. engchi U. SJTU EMBA curriculums can be categorized into five modules and the Management Practices module, SJTU Features Integration module and International module have strong relations with the development of Shanghai's strategic emerging industries. Besides, SJTU EMBA faculty’s professions has the strongest relations with International Economic and Financial Centers of "Shanghai Strategic Emerging Industries Development in the Twelfth Five Year Plan", and the industrial proportion of SJTU EMBA students is actually consistent with the required talents of Shanghai’s future international III.

(5) development goals. This reflects the urgent talents need for future industrial development of Shanghai. SJTU EMBA has also adopted three strategies: the international renowned academic institutions, the cross-strait academic exchanges, and local government to meet the urgent need of industrial development of Shanghai and China.. Keywords: Shanghai, EMBA, Continuing Education, Regional Economic Development, International Financial Center. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. IV. i n U. v.

(6) Index Abstract ....................................................................................................................... I Index .............................................................................................................................. V Table Index ................................................................................................................ VI Figure Index ............................................................................................................... VI. Chapter 1 Introduction ..........................................................................................1 1.1 1.2 1.3 1.4 1.5. Research Research Research Research Research. Background and Motivations ................................................1 Objectives ...................................................................................6 Scope ...........................................................................................7 Framework .................................................................................7 Procedure ....................................................................................8. Chapter 2 Literature Review .............................................................................10. 政治大. 2.1 Continuing Education ..............................................................................10 2.2 Knowledge Economy ...............................................................................12 2.3 The Relations between Regional Development and Higher Education ...................................................................................................14. 立. ‧ 國. 學. Chapter 3 Methodology ......................................................................................17. ‧. Basic Concept of In-depth Interview ..................................................18 The Operational Procedure of Conducting In-depth Interview ...18 Design of the Interview Question Outline .........................................20 Encoding of Materials .............................................................................21. y. Nat. 3.1 3.2 3.3 3.4. io. er. Introduction of SJTU, ACEM and Antai EMBA .............................23 Curriculum Design a l Strategy of Antai EMBA v ...................................26 i Faculty Arrangement 31 n C hof Antai EMBAU................................................ i e nEMBA Student Features of Antai 37 g c h........................................................ Corporation Strategy of Antai EMBA ................................................42. n. 4.1 4.2 4.3 4.4 4.5. sit. Chapter 4 Data Analysis .....................................................................................23. Chapter 5 Conclusions ........................................................................................47 5.1 Research Findings ....................................................................................47 5.2 Research Limitations ...............................................................................50 5.3 Research Suggestions ..............................................................................51 Reference .....................................................................................................................54 Appendix 1-Consent of Interview and Interview Questions .................................57 Appendix 2-Transcripts of Interview Questions ....................................................60. V.

(7) Table Index Table 1-1 EMBA Ranking 2014 ............................................................................4 Table 3-1 Coding Rule ...........................................................................................21 Table 4-1 The Relationship between SJTU EMBA Curriculum System and Shanghai’s Regional Development ..........................................29 Table 4-2 The Research Expertise of Antai EMBA Faculty and Their Relations to Shanghai’s Development ............................................34. Figure Index. 政治大 Figure 1-2 Research Procedure 立 ..............................................................................9. Figure 1-1 Research Framework ...........................................................................8. ‧ 國. 學. Figure 3-1 Data Collection and Analysis Method ..........................................17 Figure 4-1 Student Recruitment Procedure and Overview of 2010-2011. ‧. Antai EMBA Students’ Background .............................................40. n. er. io. sit. y. Nat. al. Ch. engchi. VI. i n U. v.

(8) CHAPTER 1 INTRODUCTION 1.1 Research Background and Motivations In the fierce competitive environment, if a state wants to have a core competitive advantage, and with international standards, it should quickly develop management talents possessing global strategic thinking and decisionmaking capacity, ability to innovate, and business ethics. The EMBA program is a means of training management personnel for many countries, and China has. 政治大 providing business executives 立 with the on-job continuing education (Xin Lu Lee, introduced this higher education model. The EMBA purpose is designed for. ‧ 國. 學. 2007).. ‧. The reason why this research narrowed its objective down in Shanghai is. y. Nat. because it has become China's communication, industry, trade and global. er. io. sit. economic development hub. In addition, Shanghai’s railway and subway system with the largest throughput of port in mainland China have formed a well-. al. n. v i n C h This has laid a good developed transportation network. foundation for personnel engchi U exchange, materials transportation, businesses operation, foreign investment attractive, etc. Besides, the economic development of the areas around the. Yangtze River Delta has created a vast economic hinterland of Shanghai. The technology industry of Yangtze River Delta region and finance and service industries in Shanghai have also formed complementary strengths. Some evidences also confirmed Shanghai’s financial importance for China even in the whole world: the Council State announced in April 2009 that Shanghai will become the international financial center; Xinhua- Dow Jones 1.

(9) International Financial Centre Development Index (IFCD Index) evaluated 45 international financial centers, and Shanghai ranked the eighth among the top ten in 2010. In November of 2014, newly released IFCD Index showed the international financial centers in 2014 that rank the top ten are, from the top down, New York, London, Tokyo, Singapore, Hong Kong, Shanghai, Paris, Frankfurt, Beijing, and Chicago.. The Chinese Province Competitiveness Blue Book released by Chinese Academy of Social Science in March 2011 has a comprehensive assessment of. 政治大. macro-economy, industrial economy, sustainable development, finance,. 立. knowledge economy, environment development, government functions, the. ‧ 國. 學. standards of development, co-ordination and other indicators. The results show that Shanghai has been ranked first for five consecutive years, as China's. ‧. economic, financial and trade centers. The key for Shanghai to achieve the. y. Nat. sit. strategic goal of realizing international center is whether to create and attract a. a. er. io. lot of strategic management talents who are familiar with financial center. n. v operation and managementl and with market influence n i power. The following is Ch. U i e h n c g cited from Weng et al (2009) study on China's Pudong New Area Economic. Development. We can see that an area’s human resource development strategy should have relevance for the region's economic development. "In recent years, due to the Pudong New Area committed to develop high-tech industry and financial services, its human resource demand for professional talents in scientific and technological development, finance, insurance, precision technology and other fields is increasing. For the local human resources training, the Pudong New Area also has a substantial progress in education upgrading ... hopes to accumulate local high quality human resource of Pudong by education in order to provide the required manpower for future 2.

(10) economic development of the Pudong New Area.” " China (Shanghai) Pilot Free-Trade Zone" was approved and launched by the State Council of China on 29 September 2013. Due to the policy support, the cargo volume and logistics economy of Shanghai should has significantly increased, and develop towards the goal of the world's largest port and international trans shipping center.. On shipping and international trade, Shanghai has the advantage of. 政治大 waterway directly connect to the inland regional economic center, Chongqing, 立. geographical location. She is located in the Yangtze River estuary, and the. and her railways and highways cover all the regions of the country. Besides,. ‧ 國. 學. Shanghai and the whole Yangtze River Delta region are China's leading. ‧. economic, financial and manufacturing center, so its construction and. sit. y. Nat. development also need large quantities of goods. The infrastructure of Shanghai. io. er. and Yangtze River Delta has been very sound and Shanghai transportation network which connects the country and the world is well-developed. The. n. al. logistics industry built. v i n on Cadvanced communications hengchi U. and transportation. infrastructure is also very mature. With such conditions and nowadays Free Trade Zone policy support, the functions of trans shipping center and business center of Shanghai Free Trade Zone are more complete. As the establishment of international trans shipping center, the international financial center construction of Shanghai Free Trade Zone will take a big progress (董鵬、李慶寶,2014).. On the other hand, the 2014 Financial Times EMBA global rankings is shown as the table below, in which the seventh is the EMBA jointly set up by Chinese Fudan University and United States Washington University Olin 3.

(11) Business School and the tenth is the EMBA of China Europe International Business School(CEIBS) and the seventh is Antai EMBA of Shanghai Jiao Tong University, and all are located in Shanghai. Table 1-1 EMBA Ranking 2014 Current Rank. Programme Name. School name. Country. 1.. Trium Global EMBA. Trium: HEC Paris / LSE / New York University: Stern. France / UK / US. 2. Kellogg-HKUST EMBA. Kellogg / Hong Kong UST Business School. China. 3. Tsinghua-Insead EMBA. Tsinghua University / Insead. China / Singapore / UAE / France. 4. UCLA-NUS EMBA. UCLA: Anderson / National University of Singapore. US / Singapore. 5. EMBA-Global Americas and Europe. 立. 政治大. y. sit. US/ UK. er. io. Wharton MBAl for University of i v n C h Pennsylvania: U Executives engchi Wharton. n. 6. ‧. ‧ 國. 學. Nat. a. Columbia / London Business School. US. 7. Washington-Fudan EMBA. Washington University: Olin. China. 8. Nanyang EMBA. Nanyang Business School. Singapore. 9. Insead Global EMBA. Insead. France / Singapore / UAE. 10. Ceibs Global EMBA. Ceibs. China. 11. EMBA. University of Chicago: Booth. US / UK / China. 4.

(12) Current Rank. Programme Name. School name. Country. 12. GEMBA. Iese Business School Spain. 13. Global EMBA. IE Business School. Spain. 13. Kellogg EMBA. Northwestern University: Kellogg. US. 15. EMBA. IMD. Switzerland. 16. European EMBA. ESCP Europe. France / UK / Germany / Spain / Italy. 17. EMBA. Shanghai Jiao Tong China University: Antai. 18. NUS Asia-Pacific EMBA. Singapore. Business School. Duke MBA - Global Executive. Duke University: Fuqua. 19. Warwick EMBA. Warwick Business School. 21. Oxford EMBA. University of Oxford: Saïd. y. US. io. sit. UK UK. er. Nat. 19. ‧. 學. ‧ 國. 立. 治 University 政 National 大 of Singapore. n. a l Source: Financial Times i v n Ch (http://rankings.ft.com/businessschoolrankings/executive-mba-ranking-2014) U engchi This study hopes to understand the relationship between China's regional economic development direction and local EMBA education. The research will focus on Shanghai’s international renowned EMBA program-Antai EMBA of Shanghai Jiao Tong University, and identify its unique operating strategy by the actual in-depth interview with the project manager, and further explore its EMBA development outline as the reference point for the international development of Taiwanese universities’ EMBA. Because Jiao Tong University’s Antai EMBA is the independent EMBA set only by the Chinese University rather than 5.

(13) collaborating with other foreign institutions. We can also expect to find similarities and differences between China and Taiwan EMBAs, thereby perhaps allow both sides to deepen future cooperation.. 1.2 Research Objectives This study focuses on the Chinese EMBA belonging to adult continuing education which can let people not only learn management expertise, but also get a master's degree. We adopt case study to explore the following specific questions:. 立. Overview of current development of Shanghai Jiao Tong University’s Antai. 學. ‧ 國. 1.. 政治大. EMBA, including students enrollment, teachers, courses design, EMBA core resources, competitive advantages, challenges and other dimensions.. ‧. The domestic and international competition and cooperation strategies of. sit. y. Nat. 2.. er. io. Shanghai Jiao Tong University’s Antai EMBA, including cross-strait, China. n. domestic and international cooperation strategies,v foreign exchange and a strategic alliances.. 3.. i l C n hengchi U. The relations between Shanghai Jiao Tong University’s Antai EMBA Strategy and the city’s economic development, including industrial cooperation, linkages with government and other institutions.. 6.

(14) 1.3 Research Scope The research just sets Shanghai city of Mainland China as the target, not includes other major cities in China. But different cities and regional developments are supposed to have different needs for knowledge and talents, and therefore, EMBA functions in different areas shall be different.. Moreover, the in-depth interview object of this study was mainly EMBA management staff. Although the EMBA students have abundant experience in. 政治大 are not designed as the interview objects. If we stand on the viewpoint of the 立 industrial practices, but local government officers and more industrial people. regional economic development, the study lacks for the evidence from official. ‧ 國. 學. policy point, and there are no other further survey of the industrial assessment. ‧. and expectations towards Shanghai Jiao Tong University’s Antai EMBA talents.. Nat. er. io. sit. y. 1.4 Research Framework. This study tries to figure out the relationship between Shanghai Jiao Tong. al. n. v i n C h Shanghai’s economic University EMBA and the goals development from four engchi U dimensions: Curriculum Design, Faculty Arrangement, Student Feature and. Cooperation Strategy. Furthermore, this study analyzes the data from field survey, including primary data obtained by in-depth interview, and Shanghai Jiao Tong University’s written promotional materials, website information, and the official website information of Shanghai Municipal Government etc., to sort out the relevance of Shanghai Jiao Tong University EMBA and Shanghai regional economic development.. 7.

(15) EMBA of Shanghai Jiao Tong University. Shanghai’s Development Goals. Curriculum Design. International Economic Centre. Faculty Arrangement. International Financial Centre Relation s. Student Feature. International Trade Centre. Cooperation Strategy. International Shipping Centre. 政治大 Interviewee’s Transcript 立 Handbook, documents. 學. Website information. Fig. 1-1. Research Framework. Nat. y. ‧. ‧ 國. Data Analysis. er. io. sit. 1.5 Research Procedure. n. This study procedure and followed by a starts from direction determination v. i l C n heng literature review including continuing education, c h i Uknowledge economy, and the. studies about the relations between regional development and higher education. After interview design, we would go into the field to conduct in-depth interview to gather primary data for analysis. Once we got interview data, we would code the interview transcripts to assure the reliability. After analyzing the transcripts content and materials of Shanghai Jiao Tong University’s Antai EMBA, we proposed some propositions or theoretical framework.. 8.

(16) Continuing Education. Research Direction. Knowledge Economy. Literature Review. The Relations between Regional Development and Higher Education. Interview Design. Transcripts Organization. Primary Data Collection. Interviewee Confirm. Content Analysis. Coding Proposition 治政大. Data Analysis. Conclusion. Fig. 1-2. Research Procedure. 學. ‧ 國. 立. ‧. n. er. io. sit. y. Nat. al. Ch. engchi. 9. i n U. v.

(17) CHAPTER 2 LITERATURE REVIEW University's EMBA Program allows the public to keep on learning in management field and exchanging practices, because all EMBA students must accumulate a period of working experiences. We can view EMBA as a life-long continuous learning strategy, so the first section of this chapter will generally review the literatures about continuing education.. In addition, knowledge-based activities can bring economies with a very. 政治大. high production value. In an economic system, the creation, dissemination and. 立. use of knowledge are the main driving force for the promotion of industrial. ‧ 國. 學. growth, the accumulation of wealth, and job creation. EMBA continuing education has a positive impact on the contribution of knowledge economy and. ‧. industrial development, therefore, the second section of this chapter would take. y. Nat. sit. some looks of the literatures for the knowledge economy. In the end of the. n. a. er. io. chapter, I would review some studies regarding the relations between universities and regional development. l. Ch. engchi. i n U. v. 2.1 Continuing Education The implementation of continuing education includes a formal graduate study with a registered student status, credit course classes, seminars learning, learning exchanges, on-job or off-job training, personal reading-based learning and other formal or informal learning activities (Yao Zhen Chen, 1999). In addition, Ying Jie Pan (2010) proposed that:. 10.

(18) "Continuing Education ... for the community, its purpose is to more effectively and proactively adapt to and promote scientific and technological innovation, socio-economic sustainable development, optimization of the society operation as well as the overall progress of society." As the environment changes, organizations adapt their strategies. No matter what kind the organizations they belong, businesses or non-profit organizations, institutions and so on, they should adjust their strategy and service, products to meet the environment’s needs. Kettunen(2005) analyzed the implementation strategies in continuing education of Turku University’s Turku Polytechnic in. 政治大 in the management of adult 立continuing education.. Finland. He found environmental scanning and customer knowledge are required. ‧ 國. 學. Extensive management, planning, marketing and other supplementary. ‧. activities are needed to start the continuing education programs. Their long. sit. y. Nat. educational programs are mainly funded by the central government. Adult. io. er. education aims to achieve customer satisfaction and have positive external impacts on its region. Thus, continuing education can be viewed as a very. n. al. C important function for the development of a. hengchi. iv n society; U especially the. EMBA. education has a more significant effect on regional development.. The EMBA (executive MBA) program was defined by Maidment, Coleman and Barzan(2009) as an academic credit educational program designed by public colleges and universities for managers in industrial organizations. There are plenty of resources spent on the training and education of managers. Much is spent on in-house training programs while others are spent on adult continuing education system outside of the working environment. One of the programs for 11.

(19) the training and development of managers is in the collegiate educational environment. More clear explanation from their research is: “The programs that these institutions offer include both credit and not-forcredit programs. One of the types of programs designed for business and industry, exclusively for managers, is the Executive MBA (EMBA) program. These programs are designed exclusively for managers currently working in industry who continue to perform on the job during their tenure in the programs. They represent an extensive effort on the part of the faculty of the business college, and a growing area of activity for schools and colleges of business administration.”. 政治大. From Kettunen’s opinion, EMBA can be viewed as a differentiation strategy. 立. of continuing education program because it may have extremely high-quality. ‧ 國. 學. courses abroad, the best lecturers and good customer care, all of which are crucial in attracting high-income business managers to this expensive education. ‧. (Kettunen, 2003).. sit. y. Nat. io. a. er. 2.2 Knowledge Economy. n. v l is defined by OECD (Organization The knowledge economy for Economic ni Ch. U i e h n c g Co-operation and Development) as "knowledge and information production,. proliferation and use are the keys to an economic activity and sustainable growth" (OECD, 1999). The investment of knowledge means the investments in the knowledge generation related fields such as research and development, software, education and basic science; and it also means that we must keep innovating, and equipments and infrastructure have to support knowledge-based economy developments.. 12.

(20) George (2006) study has mentioned that in the last decade of the twentieth century, the degree of public attention in higher education is more than ever. Whether in developed or developing countries, higher education has been widely recognized as a key to a country's sustained economic development. Keane and Allison(1999) has also pointed out that one of the benefits of higher education institutions to regional development is to promote the development of "knowledge economy" of a region. Because universities in a region have the functions of information producing, adding value on the information into. 政治大 performance of the breadth, depth, complexity of the relations between the 立. knowledge, and teaching, learning, and transferring knowledge. However, the. economy" which would be the main purposes.. 學. ‧ 國. higher education and regional economic development in a so called "knowledge. ‧. More and more people noted the importance of higher education to national. y. Nat. sit. sustainable development, especially more so under the growing global. a. er. io. knowledge-based economy trend. Therefore, the management relations between. n. iv the government and higherl education institutions aren increasingly important in the future.. Ch. engchi U. But George (2006) in his study have questioned if the competition among the institutions of higher education in developing countries can really be able to achieve the purpose of improving the quality of higher education? It depends on the governance model between the state and the higher education institutions. The study of George started at the summarized discussion regarding to the composition of the knowledge-based economy, and then proposed two methods of governance for higher education, one is state-centered development model, 13.

(21) and the other is neo-liberal model. The former governance model is developed based on the examples of many Asian economies, and the later one is based on Australia, the United States, the United Kingdom and other countries’ paradigms.. 2.3 The Relations between Regional Development and Higher Education Executive MBA is a Master level training, and therefore can be regarded as one of higher education. The higher education system in an area has a close relationship with the regional economic development (謝作栩,2001;焦家俊、李. 政治大 Higher Education, 1996; Walshok, 1997; Turner, 1997; Garlick, 1998; Schutte, 立. 本友,2004;晏維龍等,2008; Lechat, 1979; National Committee of Inquiry into. 1999; Thanki, 1999; Keane and Allison, 1999; Kuklinski, 2001; Zhao and Guo,. ‧ 國. 學. 2002; Golub, 2003; Hudson, 2006; Kettunen, 2006; Kettunen, 2008; Pawlowski,. ‧. 2009; Wei, 2009; Ischinger and Puukka, 2009; NÉ METH, 2010).. y. Nat. sit. To be specific, there are three benefits of higher education institutions to. a. er. io. regional development, the first has something to do with the population increases,. n. i v consumption; the l demand for housing, employment opportunities, and n increased. Ch. second-effectiveness, aims at. U i e h n c g promoting the development. of "knowledge. economy", because the university can provide local area information, added value on information into useful knowledge and have the functions of teaching, learning, and transferring knowledge, and the third, a flexible, innovative learning region has to respond quickly to rapid changes in the economic development , and university directly or indirectly is such driving forces.. Turner (1997) had conducted a long-term study for a new university, the Royals University College of East London, to understand the role of the 14.

(22) university in stimulating the local economy. Turner found that the university must establish closer cooperative relations with local enterprises, regional community groups and local politicians to gain their support and resources. So, the university must have a more positive and obvious contribution to the local environment and thus will make it easier to establish cooperative relations. The university impacts on the local economy are divided into four main categories: 1.the university’s investment funds on the local economy; 2.Technology escalation of labor market and increased productivity; 3.The contribution of the. 政治大. life quality improvement; and 4.Long-term influence on the change in the local economic structure.. 立. ‧ 國. 學. Turner thinks there are several key issues must be addressed: first, from the medium and long-term perspectives, how much is the contribution of a. ‧. University to the transformation of the local economic development? Secondly,. y. Nat. sit. can the University really help to create a modern, technology-based economy?. a. er. io. Thirdly, is it possible that the other types of investment in the development of. n. v that because of the l funding only? Turner believes higher education exist besides ni characteristics and. Ch. U i e h n c g development of each region are. different, therefore, he. recognized that his study about east London does not necessarily may apply to the developments everywhere. Moreover, the impacts of a University on local economic development are usually required longer term to assess, and should not be observed from just a few number of indicators in the short term.. Walshok (1997) proposes that the research universities in the United States engage in knowledge-based regional economic development activities such as technology commercialization, organizational and community change, 15.

(23) and developing the competencies of workers and professionals. Walshok provides some examples of different ways in which Universities serve society’s economic development needs. The Universities contribute to regional economic development with eight key knowledge-based activities: regional economic and social research, basic and applied research, technology commercialization, workforce development and education, organizational assessments and management development, organization of new and interdisciplinary knowledge, community forums and leadership briefings, and regional coordination of groups. 政治大 Universities support public opinion 立. concerned about the role of knowledge. Through these high knowledge-linking activities,. the. environment, assess market. needs, expand. 學. ‧ 國. and the policy regional. capabilities, develop technological products, bring about organizational change,. ‧. social networks and human capital, and encourage the culture.. n. er. io. sit. y. Nat. al. Ch. engchi. 16. i n U. v.

(24) CHAPTER 3 METHODOLOGY The study adopted case study of qualitative field research. First, we gathered case-related secondary information, including website information, printing data, research reports, academic journals, news, documents, etc. These materials could help us to build up background knowledge about some issues related to this research. Secondly, we conducted in-depth interview with the director of Shanghai Jiao Tong University’s Antai EMBA. Finally, this study. 政治大 content analysis of interview data and materials from Jiao Tong University Antai 立 proposes conclusions and recommendations through a systematic encoding and. EMBA including handbook, promotional materials, website information and so. ‧ 國. 學. on and so forth to practitioners and follow-up studies for reference.. sit. io. n. al. Data Collection Stage. er. Primary Data by Indepth Interview. y. ‧. Nat. Secondary Data Collection. Ch. engchi. i n U. v. Transcript Coding. Data Analysis Stage Content Analysis. Fig. 3-1. Data Collection and Analysis Method. We now introduce the concept of in-depth interview we adopted and its operating methods and processes, interviewees and designed interview questions outline as below. 17.

(25) 3.1 Basic Concept of In-depth Interview In this study, the acquisition strategy of primary data is in-depth interview. In-depth interview is a method of face-to-face communication by which the interviewees and researchers discuss with each other about the research topics within the research scope to widely get the information they need, including the interviewees’ own experiences, cognitive and ideas. In-depth interview is applied broadly in a variety of qualitative research methods.. 政治大 excessive hints and guide questions as much as possible, but to encourage 立. In the process of in-depth interviews, researchers should avoid to give. interviewees to freely express their views and ideas about the issues or topic in. ‧ 國. 學. a restrictive environment. Therefore, in-depth interviews can not only increase. ‧. the diversity of data collection, but can better understand the interviewees’ ideas. sit. y. Nat. and attitudes of the problems.. n. al. er. io. 3.2 The Operational Procedure of In-depth Interview 3.2.1Sampling. Ch. engchi. i n U. v. According to Taylor and Bogdan (1984) view, exploratory qualitative research can not predict whether the information obtained is wide and comprehensive enough. As long as the collection and research continue, it seems to have new discovery, but we must base on rigorous research logic according to the research agenda. In general, qualitative research centrally and deeply studies a small number of samples which are carefully selected, even sometimes only from one case. 18.

(26) The logic and effectiveness of purposive sampling is to select informationrich cases for in-depth interview. Information-rich cases are those samples contain a lot of information essential to the research purpose. This sampling is called as purposive sampling.. This study hopes to probe the design and characteristics of the well-known Shanghai Jiao Tong University’s Antai EMBA relating to Shanghai regional economic development from different angles, so EMBA manager is the main object in our sample.. 立. 3.2.2 In-depth Interview. 政治大. ‧ 國. 學. Because the in-depth interview involves ethical issues, before interview, we. ‧. first contacted interviewee by phone and through E-mail and informed him our. sit. y. Nat. research purposes. After asking and getting his permission, we made. io. a. er. appointments with the interviewee.. n. i v interviewee can fully l that in order to makenthe It is worth mentioning. Ch. U i e h n c g express his innermost thoughts and the real situation, we sent the interview. questions to interviewee for understanding before departure. Before proceeding the interview, we first asked him whether fully understood the questions. After both reaching a consensus of problems awareness, interview would be able to focus.. In order to assure the reliability, we took notes shorthand through out the interview process. In-depth interview was kept open-ended questions to allow respondent to freely discuss his ideas and insights. Then, we could base on 19.

(27) interview transcripts and notes to analyze, and provide the analysis results to respondent for confirmation. This was also helpful to ensure the validity of the research.. 3.2.3 Validity and reliability Before the start of in-depth interviews, we selected two respondents as preinterview objects, and tried to figure out the language patterns and suitable wording the interviewee most likely familia. During the formal interview,. 政治大 of the questions were faithfully 立 recorded to ensure the reliability and validity. interview contents were recorded completely as much as possible; the answers. ‧ 國. 學. During the analysis stage, we encoded the transcript and the secondary data for the purpose of tracking original opinion and information source to enhance the. ‧ y. Nat. io. a. er. 3.3 Design of the Interview Questions Outline. sit. reliability.. n. v The interview outlinel was designed according n i to four main subjects: Ch. U i e h n c g Curriculum Design strategy (CD), Faculty Arrangements (FA), Student Feature. (SF), and internal and external Cooperation Strategy (CS). This research developed the questions of each subject tightening with Shanghai economic development and so did the directional guideline of the interview process. Please refer to Appendix 1 for the Consent of Interview and Interview Questions.. 3.4 Encoding of Materials 20.

(28) This research obtained the interviewee’s opinions, program documentary materials, and school website information after the interview and field survey, and then, we proceeded to content analysis. The "encoding procedure" is an important preparation work for content analysis of interviewee’s transcripts. Table 3-1 Coding Rule Pattern. [Subject Dimension code]-[Meaning unit series number]. Example. CD-9(The ninth meaning unit of Interviewee’s opinion for Curriculum Design dimension). 政治大. This research designed several interview questions under four dimensions,. 立. and sent to interviewee for prior understanding. During the process of the. ‧ 國. 學. interview, because the interviewee expressed his opinions in a skeleton way for. ‧. each dimension, rather than answered every question one by one under four dimensions. Therefore, as coding for the transcripts, we just used two character. y. Nat. io. sit. codes, the first one is "interview dimension code”, and the second is “meaningful. er. unit code” which represents interviewee’s specific significant opinion. The. n. a. v. following is a paragraph ofltheCinterviewee’s transcripts n i of “Curriculum Design” dimension:. hengchi U. “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 21.

(29) 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).”. "CD" represents the first dimension of "Course Design", and "1" represents the first meaningful message of interviewee’s opinion for this dimension.. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. 22. i n U. v.

(30) CHAPTER 4 DATA ANALYSIS Before the case data analysis, this study suggests that it is necessary to briefly introduce Shanghai Jiao Tong University(SJTU), Antai College of Economics and Management(ACEM) which the Antai EMBA belongs to, and the Antai EMBA project.. 4.1 Introduction of SJTU, ACEM and Antai EMBA. 政治大. 4.1.1 SJTU. 立. Shanghai Jiao Tong University(SJTU) was founded in 1896 as Nanyang. ‧ 國. 學. College.. SJTU , as one of the higher education institutions which enjoy a long. ‧. history and a world-renowned reputation in China, is a key university directly. sit. y. Nat. under the administration of the Ministry of Education (MOE) of the People's. io. al. n. Government.. er. Republic of China and co-constructed by MOE and Shanghai Municipal. Ch. i. e. i n U. v. h dynamic city in East Asia, its ng With SJTU situated in Shanghai, thecmost students and faculty enjoy abundant offerings of this culturally rich and diverse city. The nearby Zizhu Science Park, with over 100 enterprise research centers, forms a strong atmosphere for innovation and R&D as well as promoting vigorous interaction between the academic community and industry through the fostering of innovative talents.. The five campuses of Xuhui, Minhang, Luwan, Qibao and Fahua of the university take up an area of around 400 hectares, housing a variety of activities 23.

(31) from student life, athletics, and entertainment to research with laboratory facilities among the best in China.. 4.1.2 ACEM Antai College of Economics and Management (ACEM), SJTU aims to develop the highest-level managerial talent, with thoroughly international perspectives and capacities, and the ability to compete in the global economy. ACEM is the first and only China-based business school to be triply accredited. 政治大. by EQUIS1, AMBA2 and AACSB3.. 立. ACEM's history can be traced back to the Business School of Nanyang. ‧ 國. 學. Public University of the Qing Dynasty in 1903. After a century of changes and. ‧. reforms, ACEM as a top-ranked school in China, is striving to become a top. n. al. er. io. sit. y. Nat. business school in Asia.. 1. 2. 3. Ch. engchi. i n U. v. The EFMD Quality Improvement System (EQUIS) is a school accreditation system. It specializes in higher education institutions of management and business administration, run by the European Foundation for Management Development (EFMD). The accreditation is awarded to business schools based on general quality. The process also takes into account the business school's level of internationalization, which is not a strict requirement for accreditation by the other two major international accreditation bodies: AACSB and AMBA. The Association of MBAs (AMBA) is a global MBA-focused accreditation and membership organization founded in London in 1967. The London-based Association is one of the three main global accreditation bodies in business education (EQUIS, AMBA, and AACSB) and styles itself "the world's impartial authority on postgraduate management education". It differs from AACSB in the US and EQUIS in Brussels as it accredits a school's portfolio of postgraduate management programs but does not accredited undergraduate programs. AMBA is the most international of the three organizations, having accredited schools based in 53 countries, compared with 48 for AACSB and 38 for EQUIS. The Association to Advance Collegiate Schools of Business (AACSB International) was founded in 1916 to accredit schools of business. The current mission is to advance quality management education worldwide through accreditation, thought leadership, and value-added services. It is regarded as the benchmark for business school quality among the academic community. 24.

(32) 1918 Set up the program of railway administration of Nanyang Public University. 1979 Shanghai Jiao Tong University set the Department of Industrial Management. 1984 School of Management was re-established with the approval of the China Ministry of Education. 政治大 develop the SJTU School of Management 立. 2000 Renamed as the Antai School of Management. 學. ‧ 國. 1996 Aetna International Inc. signed an agreement with SJTU to further. ‧. 2006 Renamed as the Antai College of Economics and Management. sit. y. Nat. io. er. Since 2008, ACEM has received AMBA (The Association of MBAs), EQUIS (European Quality Improvement System) and AACSB (The Association. al. n. v i n Cofh Business) international to Advance Collegiate Schools certification, and was engchi U the first business school obtained simultaneously three top international certifications in Mainland China.. ACEM has developed a complete international education system and extensive cooperative relationships with over 70 business schools in renowned universities overseas, including Massachusetts Institute of Technology (USA), The University of Washington (USA), Marshall School of Business, University of Southern California (USA), Manchester Business School, University of 25.

(33) Manchester (UK), Sauder School of Business, University of British Columbia (Canada) and so on.. 4.1.3 Antai EMBA In July 2002, ACEM of Shanghai Jiao Tong University became one of the first colleges allowed to have EMBA education. In August 2013, ACEM improved the innovation education system. As a result, ACEM launched the first "EMBA of Innovation and entrepreneurial management", and "Dual Tutor". 政治大 EMBA provides directions 立of integrated management, financial management,. constituted by academics and businessmen was designed. At present, ACEM. ‧ 國. 學. family business succession management as well as innovation and entrepreneurship management.. sit. y. ‧. Nat. 4.2 Curriculum Design Strategy of Antai EMBA. a. er. io. China has become the world's major economic power. Due to the global. n. v in China, Chinese industry changes and rapidl adjustment of industrial structure ni Ch. U i e h n c g entrepreneurs are facing a huge challenge. How to promote the development of corporate strategy transformation and innovation to enhance the core competitiveness of enterprises in order to grasp the international and regional economic trends, and accurately understand the status quo and future of China's economic development are the EMBA entrepreneur inevitable destiny. The purpose of Antai EMBA establishment is to "contribute management wisdom, and lead economic and social development"4.. 4. SJTU EMBA admissions handbook(2015) 26.

(34) So that, the curriculum design of Shanghai Jiao Tong University EMBA has been guided by a pragmatic principle, and follow the direction of cultivating management talents for the need of industrial practice and Shanghai's economic development to plan (CD-8, CD-9, CD-25, CD-30, CD -31, CD-32, CD-33, CD34, CD-35). On the teaching methods, in addition to the case-based teaching which is the same as Taiwan MBA and EMBA often used (CD-18), SJTU EMBA further uses Module-teaching strategy(CD-17, CD-19) to construct their courses, including Methodology module (CD-20), Management Practice module (CD-21),. 政治大 23)(As table 4.1). First, SJTU EMBA designs their courses according to the 立 International module (CD-22), SJTU features Integration module, etc(CD-. macro environment, future trends ... etc.(CD-25), and then invites suitable. ‧ 國. 學. teachers to teach (CD-26). Especially SJTU Features Module also includes. sit. y. Nat. series of courses, and Internet series of courses.. ‧. Integrate Module, Exploration of STJU, Innovation series of courses, Finance. a. er. io. Antai EMBA will still base on the overall environmental trends each year,. n. v l market demand to adjust curriculum (CD -10) to meet n i the students' needs and Ch. U i e h n c g expectations (CD -11). 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, it currently focuses on the regional economy (CD-30), shipping economy (CD-31), innovation (CD-32), finance (CD-33) and the Internet (CD34) and so on. According to "Shanghai Strategic Emerging Industries Development in the Twelfth Five Year Plan", Shanghai municipal government issued new energy, biomedicine, new energy vehicles and other industrial 27.

(35) policies in 2012. It optimizes the policy environment of strategic emerging industrial development for software, information services, integrated circuits , new display, communications and network, internet of things, new energy, rail transportation, biotechnology, energy saving and environmental protection industries, etc. Besides, Shanghai's financial market and institution systems are also becoming more and more mature. Yang Xiong, the mayor of Shanghai, hopes to construct Shanghai into four centers by 2020: International Economic Centre, International Financial Centre, International Trade Centre, and. 政治大 development of Shanghai, but also the important carrier of opening expansion 立. International Shipping Centre. This is not only the overall objective of the. and soft power upgrading5. Therefore, the current teaching foci of Antai EMBA. ‧ 國. 學. are indeed consistent with the directions of Shanghai future development. Nat. y. ‧. towards the realization of the "four centers".. sit. In addition, we can find from the Table 4-1 that the teaching fields of. a. er. io. "International Module" and "STJU Features Module" of Antai EMBA are highly. n. v correlated with the fields ofl future national and Shanghai n i development (CD-35). Ch. U i e h n c g Moreover, Antai EMBA also functions 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).. On the right hand of Table 4-1, "Degree of the Relation of Shanghai Development" refers to the related degree of SJTU EMBA courses and the 5. 上海市政府網站(2012.2.14),上海市戰略性新興產業發展“十二五”規劃, 滬府發〔2012〕1 號。資料來源: http://www.shanghai.gov.cn/nw2/nw2314/nw2319/nw2404/nw29352/nw29353/u26aw30764.html 28.

(36) practical need of Shanghai regional development. According to the course introduction of each module in SJTU EMBA website6 and interviewee’s views, we assumed that if the course adopts the case study approach or just teaches some management concepts of organizational operation, the degree is low. If the course is associated with a particular industry or industrial case studies, then the intensity of relation is at least moderate. If the course name or description is for certain industries of the regional economic development, it is supposed to be highly correlated.. 政治大. Table 4-1 The Relationship between SJTU EMBA Curriculum System and. 立. io. n. al.   Management Practice    . International.    . 6. sit. Nat. Methodology. Team Building Business Ethics Techmark 720 Leadership Evaluation Economics Theory and Analysis v i Organization Behavior n Ch e nAccounting Financial gchi U Corporate Finance Marketing Supply Chain Management Human Resources Management Strategy Management International Business USA: Innovation & Leadership EU: Industry /Economy &. ‧.     . Opening. SJTU EMBA Academic website: http://emba.sjtu.edu.cn/curriculum/set.html#p1 29. Intensity of Relation to Shanghai Development None None Medium None Medium. y. Curriculum. er. Module. 學. ‧ 國. Shanghai’s Regional Development. None None Low Medium Medium Medium Medium High High High.

(37) Module. Intensity of Relation to Shanghai Development. Curriculum   . SJTU Features. . Culture Emerging Economy: Opportunity and Challenge Exploration of SJTU Integrate Module 1) Profit model 2) Performance Improvement 3) Leadership Reflection Innovation+ Series 1) Brand Management and Innovation 2) Innovation thinking and practice 3) Technology Innovation 4) Entrepreneurship 5) Sustainable Development 6) Psychological behavior and Decision Making Finance+ Series 1) Corporate Finance 2) Internet Finance 3) Capital Operation iv 4)CMerger and Acquisition n h e n gDerivatives 5) Financial chi U Internet+ Series 1) Technology-driven Commercial Ecology Innovation 2) Information Management based on Mobile Internet 3) Decision Management based on Big Data. 立. High Low Medium Low None Medium. 政治大. Low. n. al . er. io. sit. y. ‧. ‧ 國. 學. Nat. . Medium Medium High Low. High High High High High High. High High. Source: Compiled from Antai EMBA website, Shanghai municipal government website, and interviewee’s opinion. 30.

(38) In addition, Antai EMBA has a feature that is Residential module at the beginning of the semester and before graduation (CD-24, CD-40, CD-41, CD42). EMBA of Shanghai Jiao Tong University considers leadership development as the main line, and offers courses around the recognition, generation, development, consolidation, introspection and application of leadership. By using residential module at the beginning of the semester to recognize leadership from the students. By using residential module before graduation to introspect and apply students' leadership7.. 政治大. 4.3 Faculty Arrangement of Antai EMBA. 立. ‧ 國. 學. The qualification of SJTU EMBA faculty members is very high (FA-1). Professor of each course not only holds domestic and international well-known. ‧. universities PhD and has extensive teaching experiences in business schools, but. sit. y. Nat. also owns some industrial experiences(FA-2, FA-3). They should have the. er. io. strategic thinking of combining advanced management theories with Chinese. n. management practices and a form a unique teaching model v and tailored China-. i l C n based international curriculums h foreEMBA h i U8。 n g cstudents. Percentage wide, SJTU ACEM teachers constitute approximately fifty percent (FA-4), special-appointed professors account for another fifty percent (FA-5), mainly from domestic and foreign academia, practitioners, government and well-known business schools in Europe and America, such as the Chinese Academy of Social Sciences, Harvard University, MIT, Columbia University,. 7. 8. SJTU EMBA Academics website: http://emba.sjtu.edu.cn/en/academics/curriculum.html As footnote 4. 31.

(39) University of Southern California, United States West Point, France INSEAD, etc.9. If the course belongs to international or practical areas, Antai EMBA will invite outside industry experts to teach (FA-6, FA-16), 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 (FA-9). If the nature of the course is academic or theory-oriented (FA-10), it will be taught by SJTU teacher (FA-11). These teachers are long engaged in research. 政治大. and teaching, and have profound insights of the issues about China's economic. 立. reform and Chinese business.10 Therefore, Antai EMBA teacher’s profession is. ‧ 國. 學. also highly supported and endorsed by the government (FA-14, FA-21), and some teachers also serve as government advisers (FA-15, FA-16). Government. ‧. er. io. sit. Nat. this is also regarded as honor for the school (FA-20).. y. and school offer a number of resources to them (FA-17, FA-18, FA-19), because. n. According to the official 2015 website of Antaiv EMBA and recruiting a. i l C n h e nprofessors. brochure, Antai EMBA has thirty-one g c h i UFrom the background of their expertise, Antai EMBA faculty group includes many professors, whose major studies are regional economic development and Chinese economy, for example Xianzhong Meng, Xian Chen, Gang Fan, and Xiaomin Liang, etc.11 In addition, since the focus of future Shanghai development direction is towards the realization of the "four centers", namely, International financial center, International economic center, International trade center, and International trans 9. As footnote 4. As footnote 4. 11 As footnote4 and Antai EMBA website 10. 32.

(40) shipping center. Table 4-2 shows the relationship of the professional fields of Antai EMBA faculty group and Shanghai's future development.. 12. The. interviewee mentioned that Antai 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). The research expertise fields of Antai EMBA Professors are quite diverse, but we can see from Table 4-2 that the main fields are Financial and Economic Research. If the professor's course or research. 政治大 business models, innovation and other related subjects, we assume that those will 立 is relevant areas of strategic management, marketing, Internet, e-commerce,. directly relate to Shanghai as an international trade center in the future. Because. ‧ 國. 學. in the developing process of Shanghai into a global trading center, companies. ‧. must innovate their strategies, and adjust their marketing tactics or operation. sit. y. Nat. model with the trend of global competition and trade patterns.. a. er. io. Besides, as striving for becoming the international shipping and logistics. n. centers, logistics services l need the re-integration nofi vlogistics resources, all. Ch. U i e h n c g logistics activities in the aspects of manufacturing, supply, and sales must be. reviewed. Therefore, the utilization of e-commerce platform to provide customers with high efficiency, accurate, instant services is particularly important. Professional talents who understand e-commerce with supply chain management theory and practice, and internet economic talents who understand IT with e-commerce will directly affect the development of Shanghai ecommerce and aviation logistics system. So we assumed the professional. 12. As footnote4 and Antai EMBA website. 33.

(41) research fields of e-commerce, supply chain management and information management are closely related to the development of Shanghai international trans shipping center. Table 4-2 The Research Exoertuse of Antai EMBA Faculty and Their Relations to Shanghai’s Development Faculty. Related to Shanghai’s Development Trade center. Research Fields. Hongmin CHEN.  Industrial organization theory  Management of technology and innovation  Enterprise strategic management  Investment banking  Mergers and acquisitions  Economics  Chinese economy  Financial accounting  Mergers and acquisitions  Investment banking a l Financial accounting i v  Internet C h finance U n e n gfinance  International chi  Strategic management  Marketing  Quality management  Financial risk management  Big data-based decision making  Financial accounting  Investment and financing decision-making  Strategic management  Technological innovation  Analysis of the entrepreneur. 立. io. Wei JIANG. Tao LIU. Yuan LI. n. Dan HUANG. y. Financial center Economic center Financial center. sit. Nat. Yamin CHEN. er. Xian CHEN. ‧. ‧ 國. 學. Qiwei CHEN. Yiwen FEI. 政治大. 34. Financial center. Trade center Financial center. Financial center. Trade center.

(42) Faculty. Related to Shanghai’s Development. Research Fields and competitiveness.   . Jianbiao REN. 立. ‧ 國. Liping WANG. Nat. io. Chongfeng WU. n.  a l . Wenfeng WU Mingyang YU. Ying YU Xinan ZHANG.     .   . Trans shipping center Financial center. 政治大. Economic center. ‧.    . Economic center. 學. . Ningyu TANG. Trade center. Trade center Trans shipping center. y. Xianzhong MENG. Economic center. sit. Wei LV. Labor economics Development economics Social economics Marketing Internet Marketing Strategic management Development strategy of regional economy Operation research Supply chain management Cross operational and financial problems Cross-cultural human resource management Compensation management Information management E-commerce Customer relationship management Financial engineering v Asset pricing i n C h risk management Financial engchi U and financial product innovation Securities market Financial engineering Marketing Brand strategy The Strategic relationship between advertising and Public relations Marketing Business model Chinese culture and human. er.       . Ming LU. 35. Financial center. Financial center Trade center. Trade center Economic center.

(43) Faculty. Related to Shanghai’s Development. Research Fields.     . behavior Leadership and team conflict management Micro economics Game theory Social choice Welfare economics Marketing.         . E-commerce Information Management Economics Chinese economy International business Cross-cultural management Economics Chinese economy Luxury brand management. Erik Rolland Gang FAN. 立. Xiaoming Liang. Nat. Paul Ingram. io. Jianfeng Peng. 政治大. Economic center. ‧. Michel Gutsatz. Trade center Trans shipping center Economic center. 學. ‧ 國. Zhenyou GUO. Economic center Economic center Trade center Economic center Economic center.  Organizational behavior  Human resource management. n. a l Macroeconomic Analysis i v n Ch U e nFinance gchi William D. Bradford  Corporate Jie WEI. Trade center. y. Weiliang BO. Economic center. er. Lin ZHOU. sit. . Economic center Financial center. Source: Complied from Antai EMBA website, Shanghai municipal government website, and interviewee’s opinion. 36.

(44) 4.4 Student Features of Antai EMBA According to the information published on the Antai EMBA website, the enrollment plan of SJTU ACEM has two phases: spring and autumn. Spring phase offers Chinese courses. Its entrance exam contains integrated management direction and innovation and entrepreneurship direction and commences in June. Autumn phase is an international class which cooperates with French Marseille KEDGE Business School, and begins in November. Admission examination is independent and held by SJTU. In the process of selection, the documents review. 政治大. such as applicant’s company, personal qualifications accounts for 30% of the. 立. score (SF-13). Written test made up another 25% (SF-14), while expert. ‧ 國. 學. interviews accounts for the rest 45% (SF-15). Among them, the interview is more crucial. In addition to the basic conditions required for general rules, famous. ‧. graduated school (SF-8), candidate who is serving in the international business. y. Nat. sit. as a manager (SF-9), who starts their own business with considerable scale (SF-. a. er. io. 10), or has other relevant excellent backgrounds (SF-11), naturally weight more.. n. v l attaches considerablen iimportance Because China's EMBA still to student’s 13. background (SF-12) .. Ch. U i e h n c g Antai EMBA students' average age is about 38.5 (SF-. 19).. SJTU ACEM currently has more than 3,000 EMBA students who are the executives from the state-owned or state-holding, foreign-owned, private, government departments and institutions. The industries involved are ranged widely, including not only financial, telecommunications, information, culture,. 13. Antai EMBA website. http://emba.sjtu.edu.cn/admission/admission_info.html 37.

(45) education, physical health, media, exhibition, business consulting, trade, transport, logistics, entertainment and other service industries, but also the processing,. manufacturing,. real. estate,. construction,. biochemical,. pharmaceutical and other manufacturing industries. SJTU EMBA also has the students from the state organs, institutions and so on14. The industrial proportion of Antai EMBA students is actually consistent with the talent needed for future Shanghai international development goals (SF-5). We can observe from Fig.4-1 that most of SJTU EMBA students are from the science and technology. 政治大 6), these are also the much needed talents for future industrial development of 立. manufacturing, trade, telecommunications, media and financial industries (SF-. Shanghai (SF-7).. ‧ 國. 學. Antai EMBA expects the student background can be more diverse (SF-1),. ‧. and this is also the wish of students for Antai EMBA (SF-2). Therefore, in the. y. Nat. sit. process of learning, Antai EMBA will organize students according to the. n. a. er. io. industrial proportion of current and future need of Shanghai development (SF-3,. l thinking. SF-4, SF-5) to avoid unified. Ch. engchi. i n U. v. Fig 4-1 shows the selection procedure of SJTU EMBA program and student background. Through the three examinations of application documents review (30%), written test (25%), and expert interviews (45%) with four main criteria to evaluate the applicant’s qualification, including the candidate's educational background, a manager of international enterprise, an owner of a business with considerable scale, and other outstanding backgrounds. We can obviously see that the job title of those EMBA students through this selection process is mainly 14. As footnote 13 38.

(46) in senior leader of the enterprises (78%); with company type of view, most are private enterprises (43.6%); with industry type of view, most are manufacturing (36 %).. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. 39. i n U. v.

(47) 1. Graduated from renowned school 2. The manager of international enterprise 3. Own business with certain scale 4. Other outstanding background. n. al. er. io. sit. y. Nat. Expert Interview45%. ‧. Written Test 25%. 立. ‧ 國. Application Documents Review 30%. 政治大. 學. Selection Process. Selection Criteria. Fig. 4-1. Ch. engchi. Student Recruitment Procedure and Overview of 2010-2011Antai EMBA Students’ Background Source: Antai EMBA website and interviewee’s transcripts. 40. i n U. v.

(48) Regarding the research paper, because the full-time student is seeking master (SF-20) while on-job student is heading toward professional master (SF21), 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. 政治大 development of the enterprises (SF-27). Antai EMBA even expects student’s 立. their industries and companies (SF-26) and propose feasible solutions for future. research to combine with the problems and challenges of Shanghai economic. ‧ 國. 學. and industrial development to suggest countermeasures, and the ultimate goal is. sit. y. Nat. (SF-28).. ‧. to be able to produce constructive researches for Shanghai and for China as well. a. er. io. Students can obtain the Shanghai Jiao Tong University EBMA degree. n. v l Committee of the State certificate issued by the Degree n iCouncil after completing Ch. U i e h n c g the courses and pass the dissertation defense. The International Class students will also receive French Marseille KEDGE’s MBA degree certificate15.. 15. As footnote 13. 41.

(49) 4.5 Cooperation Strategy of Antai EMBA 4.5.1 International Cooperation "Shanghai Strategic Emerging Industries Development in the Twelfth Five Year Plan"16 mentions that in the course of Shanghai towards the development of strategic emerging industries, it must establish and improve the talent incentive system. The government should enhance the talent incentives of strategic emerging industry, and implement the plan of attracting overseas high-. 政治大 government 立 also has to encourage. level talents with focus on the strategic emerging industries in the development of Shanghai. The. the scientific and. ‧ 國. 學. technological personnel of research institutions and universities to actively innovate, and strengthen enterprise incentives for technology professionals. In. ‧. addition, university plays both a leading and supporting role to establish. er. io. sit. y. Nat. professional departments related to strategic emerging industries.. On the reform of personnel training, it has to encourage enterprises to. al. n. v i n C hpolicies for Shanghai's participate in the talent training economic development, engchi U and establish industry-academia cooperation mechanism to promote innovative,. application-oriented, compounded and skilled talents. At the same time, Shanghai must support the education and training institutions for the development of strategic emerging industries, and attract global outstanding scientific and management personnel of strategic emerging industries.. 16. 上海市政府網站(2012.2.14),上海市戰略性新興產業發展“十二五”規劃, 滬府發〔2012〕1 號。資料來源: http://www.shanghai.gov.cn/nw2/nw2314/nw2319/nw2404/nw29352/nw29353/u26aw30764.html 42.

(50) In fact, the management talents that EMBA recruits and nurtures must have a very high international perspective and global management capability, so SJTU EMBA also actively expands international cooperation strategy, and puts efforts in developing economy and management talents with a global vision and international competitiveness. Antai EMBA establishes a wide range of overseas cooperative relations with more than 70 well-known global universities such as Harvard University, Yale University, MIT Sloan Management School, University of Pennsylvania Wharton School, Southern California University, Michigan. 政治大 University Austin Business School etc. Antai EMBA also cooperates with the 立. University, Washington University, British Columbia University, Texas. School, to offer dual-degree EMBA program17.. Nat. sit. y. ‧. 4.5.2 Cross-strait academic exchanges. 學. ‧ 國. well-known business schools in Europe, France Marseille KEDGE Business. er. io. Taiwan's economic and industrial development model could probably. n. become a benchmark object a to Shanghai. For example, the v Hsinchu Science Park. i l C n U center, so management h e nindustry has always been Taiwan's technology g c h iclustered talent fostering is the mission of local EMBA and these talents obviously are the target customers of Hsinchu EMBAs. These EMBA students have a wealth of practical experiences of Taiwan's industrial development; it can also be the reference to the economic development in Shanghai.. 17. As footnote 4. 43.

(51) Therefore, SJTU EMBA indeed had ever studied the possibility of crossstrait EMBA with Taiwan Chiao Tung University in Hsinchu (CS-15), or the program design of distance learning (CS-16). But because the tuition (CS-17), market size (CS-18), culture (CS-19), contacts (CS-20), resources (CS-21) and other objective conditions vary (CS-22), so it failed in the end.. In the future, Antai EMBA will continue to hold inter-school activities (CS2) even cooperate with Taiwan National Chiao Tung University Alumni Association on cross-strait exchanges (CS-3, CS-4) not only to make their. 政治大. programs more diversified(CS-1) but also to share more views with each. 立. other(CS-5, CS-23, CS-25), and to serve as catalyst for the development of cross-. ‧ 國. 學. strait industrial cooperation. But it is worth noting that at present, these crossstrait 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. y. Nat. er. io. sit. inconveniences (CS-7).. n. 4.5.3 Cooperating withaShanghai Municipal Government v. i l C n hengchi U. Shanghai Advanced Institute of Finance (SAIF) was established at Shanghai Jiao Tong University in April 2009, with strategic and financial support from the Shanghai Municipal Government. As a member of Shanghai's financial community, it strives to contribute to the development of Shanghai as a global financial center. SAIF's mission is to become a world class institution of research and advanced learning in finance and management. SAIF is committed to developing top talent and cutting-edge knowledge, with a focus on Chinese and Shanghai markets and their global connections. SAIF currently offers financial 44.

(52) MBA, Master of Finance, Finance EMBA and other finance related projects (CD-7). SAIF not only trains the compounded talents who master modern financial theory and techniques, and know intimately Chinese and international financial operations management, but also focuses on training business leaders with a global vision, outstanding talent and innovation ability18.. The finance EMBA of SAIF is jointly established by the Shanghai Municipal Government and Shanghai Jiao Tong University. Its purpose is to cultivate international financiers who can lead the trends under new financial. 政治大. environment (CD-7). SAIF EMBA constructs international and professional. 立. EMBA education system, including the most advanced financial theory, case. ‧ 國. 學. studies, and carefully selected management and leadership courses. When students graduate, they can get senior finance and management short-term. Nat. sit. y. ‧. certificates of MIT Sloan School at the same time19.. er. io. Shanghai Advanced Institute of Finance further established China. n. Academy Financial Research a (CAFR) in August 2009.v CAFR is devoted to. i l C n h eresearch construct a top-notch open financial i U and think tank to support n g c hplatform. the financial reform and financial market development in Shanghai and China. CAFR introduces cutting-edge finance theories, methodologies and technologies to study practical issues in China’s financial system reform and financial market development. CAFR provides policy advices to decision makers of Shanghai Municipal Government as well as solutions to financial institutions and corporations.. 18 19. SAIF website: http://www.saif.sjtu.edu.cn/ As footnote 18. 45.