SHANGHAI – FROM DEVELOPMENT TO KNOWLEDGE CITY

This report provides insights on the expansive development in Shanghai of human resources in higher education and the creation of a huge web of incubators, university science parks, district industrial parks, and various specialized development zones. With a total population of some 17 million and a GDP per capita of around US$3,000 the city planners expects that 2.5 per cent of its GDP will in 2005 be used for research and development. FDI in high technology and returning scientists in microelectronics illustrate the ambitions of Shanghai to become a knowledge city. More than 140 foreign-controlled R&D laboratories have already been established in Shanghai. Their number and sizes will increase and also involve more basic research as the IPR regime improves. Shanghai will emerge as innovative knowledge region on the world stage that before 2020 will be competing with other global knowledge regions such as the Oxford-London-Cambridge triangle by attracting talent and creating new knowledge. This report highlights a rapid and continued expansion of higher education in Shanghai that now has 59 colleges and universities with a total enrolment in 2004 of 600,000 students. The City has 10 universities which are included in the national list of Top-100 Universities which have been selected by the Ministry of Education to receive special treatment and extra resources. Three of a dozen Chinese universities with expectation to become recognized as world-famous research universities are located in Shanghai – Fudan University, Tongji University and Shanghai Jiaotong University. Fudan University Science Park and the School of Microelectronics at Fudan University provide examples of the changing character of the university system in Shanghai Linked to the development of human resources is a web of technological infrastructure of which Zhangjiang High-Technology Development Zone provides an illustration of ongoing efforts to integrate industrial production, research and university education. Shanghai is attracting overseas entrepreneurs in its advancing semiconductor industry, exemplified by SMIC with one of its bases in Zhangjiang High-Technology Development Zone, Shanghai is also attracting returning scientists to expand its IC knowledge base as exemplified by the School of Microelectronics at Fudan University, which has 600 graduate students.Human factors; Universities; Fudan University; Regional innovation System (RIS) Semiconductors; High Technology Parks; Overview of Science and Technology

Innovative Asia: Advancing the Knowledge-Based Economy - Highlights of the Forthcoming ADB Study Report

[Excerpt] The development of knowledge-based economies (KBEs) is both an imperative and an opportunity for developing Asia. It is an imperative to sustain high rates of growth in the future and an opportunity whereby emerging economies can draw from beneficial trending developments that may allow them to move faster to advance in global value chains and in position in world markets. Over the last quarter of a century, driven mostly by cheap labor, developing countries in Asia have seen unprecedented growth rates and contributions to the global economy. Sustaining Asia’s growth trajectory, however, requires developing economies to seek different approaches to economic growth and progress, especially if they aspire to move from the middle-income to the high-income level. KBE is an important platform that can enable them to sustain growth and even accelerate it. It is time for Asia to consolidate and accelerate its pace of growth. Asia is positioned in a unique moment in history with many advantages that can serve as a boost: to name a couple, an expanding middle of the pyramid—Asia is likely to hold 50% of the global middle class and 40% of the global consumer market by 2020; and the growing importance of intra-regional trade within Asia, increasing from 54% in 2001 to 58% in 2011. Many developing economies are well placed to assimilate frontier technologies into their manufacturing environment

Assessing the Changing Employment Profiles in the Telecom Sector: Implications for Education and Training

Telecom sector in India has been growing very fast and changing very rapidly in service delivery mechanisms used, target segments addressed, technogical platforms for service delivery etc. Globally also the growth scenario is very positive. This means that this sector offers employment opportunities that are attractive. In order to exploit these opportunities, the sector needs people with the approppriate employment profiles that match the changing requirements both in atributes and numbers. However, the current education system is not equipped to provide the requisite profiles. This paper identifies and quantifies the skill gap both in terms of focus areas and numbers by segmenting the sector. It suggest directions in which the change must happen. It also reviews innovative approaches in the private and government sector in India and abroad with a view to assess the adapatability of these approaches on a larger scale in India.

Students’ perceptions of their m-learning readiness

The following paper presents the results of a study aimed at achieving a better understanding of the psychological readiness for mobile learning (m-learning) among Saudi students, while also evaluating m-learning readiness as a whole in Saudi Arabia - a topic that has not yet received adequate attention from researchers. Data was acquired via a questionnaire administered to 131 Saudi students at UK universities, in July 2013. The study confirmed that students are confident about using mobile devices in their daily lives, and that they would welcome more opportunities for mobile learning. The findings also indicated that Saudi higher education students are very familiar with, and psychologically ready for, m-learning

The readiness of applying m-learning among Saudi Arabian students at higher education

This paper presents study investigating the extent to which Saudi students understand and are familiar with mobile learning. It investigates students’ use of handheld devices and considers the daily activities for which they could be used while also evaluating m-learning in Saudi Arabia - a topic that has not yet received adequate attention from researchers. Initial data was acquired through a questionnaire carried out among 131 Saudi students at UK universities in July 2013. The study confirmed that students’ are confident using mobile devices in their daily lives and that they would welcome more opportunities of mobile learning. The findings reinforce the fact that higher education policy makers in Saudi Arabia need to consider the possibility of creating mobile learning environments at academic institutions