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This paper deals with the results of students during the preparing courses of mathematics for entrance exams at an university. These courses take place every year and since the Covid-19 period, they are not only face-to-face, but also online. The study involves students of secondary schools who apply to the university of economics. This report compares results of tests of two different classes of these students and from different parts of mathematics. These tests are in the form of online quizzes. We do not prove if there are differences between the scores of students of short-time or long-time courses. In addition, we compare the results with the students from the year before. We also emphasize the more problematic topics of mathematics.
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PurposeAlthough most Chinese ethnic minority groups (EMGs) hold conservative thinking to online-startups, the new entrepreneurial model is booming on live streaming platforms. In China's tight cultural ecosystem, the tight cultural control would lead EMG entrepreneurs to keep conservative thinking and avoid challenging careers. Still, it would be helpful for Chinese Governments to issue systematical entrepreneurial policies and improve online-startup environment for EMGs. To discover the relationships among influencing factors and EMGs' online-startup motivation, this paper aims to draw on the tight and loose cultural theory and the capability-opportunity-motivation-behaviour (COM-B) behaviour changing theory and establishes the research model based on China's tight cultural ecosystem.Design/methodology/approachThrough analysing 617 questionnaires from 37 EMGs based on the partial least squares path modelling and variance-based structural equation modelling method, the study proves that environmental opportunity factors and personal capability factors have positive impacts on EMGs' online-startup motivation and EMGs' conservative thinking negatively moderates the relationship between their online-startup motivation and entrepreneurial development behaviour. In addition to testing the hypotheses, the paper also measures the importance-performance map analysis to explore additional findings of influencing factors and provide suitable suggestions for EMG entrepreneurs and related departments.FindingsRegarding the environmental opportunity unit, both policy support and platform support significantly impact Chinese EMGs' motivation to promote online-startups. For the personal capability unit, a platform using skills positively influences Chinese EMGs to develop online-startups. Meanwhile, EMG cultural knowledge is also necessary for EMG entrepreneurs because abundant cultural resources can be applied to live content and attract online consumers' watching interests. Furthermore, influenced by the tight cultural control, Chinese EMGs tend to hold conservative thinking to new careers and it negatively moderates the relationship between Chinese EMGs' online-startup motivation and their final entrepreneurial behaviours. Finally, Chinese EMGs' online-startup motivation positively affects them to develop online-startups on live streaming platforms.Originality/valueThis study uses the tight and loose cultural theory to analyse the Chinese entrepreneurial environment and discover influencing factors based on the tight cultural ecosystem. Meanwhile, based on the COM-B behaviour changing theory, this paper divides influencing factors into three different units, including the environmental opportunity unit, the personal capability unit and the Tight cultural control unit. Considering the inter-relationships among these units, the research model is established based on the tight cultural ecosystem to discover Chinese EMGs' online-startup motivation.
ABSTRACT
This paper deals with the results of students during the preparing courses of mathematics for entrance exams at an university. These courses take place every year and since the Covid-19 period, they are not only face-to-face, but also online. The study involves students of secondary schools who apply to the university of economics. This report compares results of tests of two different classes of these students and from different parts of mathematics. These tests are in the form of online quizzes. We do not prove if there are differences between the scores of students of short-time or long-time courses. In addition, we compare the results with the students from the year before. We also emphasize the more problematic topics of mathematics.
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Many programs have made the submission of GRE scores optional. Little research examines differences in propensity to submit scores according to applicants’ characteristics, however, including the type of undergraduate institution they attended. This study’s purpose was to examine the degree to which the type of undergraduate institution applicants attended predicted score submission to GRE-optional programs, including when controlling for covariates (demographics, program degree and discipline, undergraduate grades). We used data provided by a doctoral degree–granting university to answer our research question. We indexed differences in GRE score submission using odds ratios. Both individually (1.93) and after controlling for covariates (2.00), we found that applicants from small, bachelor’s degree–granting schools were more likely to submit scores than applicants from large, doctoral degree–granting schools. Men were more likely to submit scores than women (1.55). Larger effects were observed for program characteristics: Ph.D. versus master’s (2.94), humanities versus social sciences (3.23), and fine arts versus social sciences (0.16). Our findings suggest that there may be differences in propensity to submit GRE scores to test-optional programs and that some of these differences may be associated with variables (undergraduate school, program type) that have not been widely discussed in the literature.
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As the pandemic was grinding through nearly every facet of higher education, it also was forcing higher education institutions to find the answer to a key question that had been rattling around among colleges and universities for decades. What would college admission be like without the requirement that students submit scores on big national standardized tests? Out of necessity, institutions quickly found some answers to that multifaceted concern amid the height of the COVID-19 crisis. This fall, as normalcy further returns, many in higher education are now sifting through the data and anecdotal information from that period as they decide how to finetune new testing policies or, in some cases, reinstate previous policies requiring testing. That's all taking place while admission professionals counsel students who may be pleased by the new policies and feel more fairly assessed and free to apply at schools more broadly, but also may feel confused--and perhaps even suspicious.
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Digital transformation has had extensive impacts on enterprises and increased the concern that employees will be replaced by digital technologies. Achieving sustainability at the human resource level is a problem for enterprises. In this case, improving academic qualifications is regarded by most Chinese employees as an approach to improving their competitive advantages. Based on the panel data of China’s listed enterprises from 2014 to 2020, the twice fixed effects (TWFE) and continuous difference-in-differences (DID) methods are used to study the impact of enterprises’ digital transformation on employees’ educational structure (EES). The results show that enterprises’ digital transformation has a significantly positive impact on EES. For enterprises, specifically, the digital transformation increases the demand for employees with undergraduate degrees and reduces the demand for employees with high school degrees and below. The above results remain significant after controlling for endogeneity. However, the impact of digital transformation on employees with graduate degrees and above and associate degrees is not significant. We explain the above phenomena from the technological change assumption, the concept of human capital specificity, and the resource-based view. Results in this study provide references for employees to balance study or find a job and are beneficial for enterprises seeking to take advantage of digital transformation. Furthermore, the results can provide suggestions for achieving sustainability at the human resource level for enterprise development.
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The aim of this study is to explore the relationship between the extensive application of technology and young people’s “withdrawal from nature”. Among them, “withdrawal from nature” is mainly manifested in a reduced connection with and concern for nature. Two rounds of semi-structured interviews were conducted with 101 young people from China. Thematic analysis was performed to analyze the interview data and resulted in three main themes: the “compensation”, “shifting” and “shielding” effects of technology. More specifically, the application of technology can partially make up for nature’s reduced role in the growth of young people, shift their concerns for ecological problems, and even affect their perception and evaluation of ecological destruction. Thus, it was proved that the application of technology has an impact on young people’s “withdrawal from nature”. This study supplemented the current research on the factors that influence young people’s “withdrawal from nature” and also provided inspiration for better establishing the connection between young people and nature.
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[...]the sudden and indefinite unavailability of the ACT and SAT created a sudden barrier that no school had faced in recent history. [...]2019, test optional was a term that sometimes popped up in conversation around the admissions office but fell firmly in the "someday" list of things to be researched. [...]the truncated pilot was so successful that not only was a test-optional policy for admissions permitted, but it would apply to scholarship awards as well. Most of Western's competitors, along with many other schools in the country, implemented test-optional admissions policies, but WMu stood alone in its barrier-free approach-test-optional admissions by default and for all first-year and transfer applicants-which may have aided in the increase in applications.
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This mixed-methods study attempts to explore the effects of TBLT on the development of Iranian university students' self-efficacy and willingness to communicate in speaking skills. To this end, two intact classes were selected in Ayatollah Borujerdi University in Borujerd City, Iran. The experimental group went through an eight-week teaching program, whereas the control group received the usual content-based instruction. The data were gathered from multiple sources at various time points using two questionnaires and a focus group interview. The results of the quantitative analysis using ANCOVA revealed a positive effect of the online TBLT approach on university students' self-efficacy and willingness to communicate in speaking in the Iranian context. Moreover, the findings of the focus group interview disclosed several themes about the merits of TBLT on self-efficacy and willingness to communicate in oral interaction skills. In the end, a range of implications is suggested for the different stakeholders.