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A strong relationship exists in many cultures between ethnic identity and educational success. This study was conducted at a teacher training university in Southwest China in 1997. It examines how ethnic minority students, through a series of micro-level interactions, construct “scholar selves” within their families, villages, and schools. The study also looks at how macro-level structural supports, built into the Chinese education system, help minority students overcome obstacles to academic success. These supports include special schools and classes for ethnic students, training teachers for nationality areas, financial support for minority education and additional points awarded on national examinations. The chapter suggests what scholars and practitioners might learn from an educational system that demonstrates the characteristics of flexibility, inclusiveness and cohesiveness.

We are interested in modeling the impact of spatial and interindustry dependence on firm-level innovation of Chinese firms The existence of network ties between cities imply that changes taking place in one city could influence innovation by firms in nearby cities (local spatial spillovers), or set in motion a series of spatial diffusion and feedback impacts across multiple cities (global spatial spillovers). We use the term local spatial spillovers to reflect a scenario where only immediately neighboring cities are impacted, whereas the term global spatial spillovers represent a situation where impacts fall on neighboring cities, as well as higher order neighbors (neighbors to the neighboring cities, neighbors to the neighbors of the neighbors, and so on). Global spatial spillovers also involve feedback impacts from neighboring cities, and imply the existence of a wider diffusion of impacts over space (higher order neighbors).

Similarly, the existence of national interindustry input-output ties implies that changes occurring in one industry could influence innovation by firms operating in directly related industries (local interindustry spillovers), or set in motion a series of in interindustry diffusion and feedback impacts across multiple industries (global interindustry spillovers).

Typical linear models of firm-level innovation based on knowledge production functions would rely on city- and industry-specific fixed effects to allow for differences in the level of innovation by firms located in different cities and operating in different industries. This approach however ignores the fact that, spatial dependence between cities and interindustry dependence arising from input-output relationships, may imply interaction, not simply heterogeneity across cities and industries.

We construct a Bayesian hierarchical model that allows for both city- and industry-level interaction (global spillovers) and subsumes other innovation scenarios such as: (1) heterogeneity that implies level differences (fixed effects) and (2) contextual effects that imply local spillovers as special cases.

Increases in international tourism have been associated with increased livelihood opportunities and the creation of microenterprises in developing and less developed economies. An exploratory study examining the motivations for engaging in a microenterprise and the perceptions of the benefits of tourism was conducted with participants from Vientiane, Laos. It was found the microentrepreneurs in the study were mostly pushed into engaging in microenterprises due to the lack of employment opportunities and thus were creating their own jobs as opposed to being pulled into starting a business in search of wealth or lifestyle benefits. All participants of the study believed international tourism created more benefits than problems for both themselves and the country.

This chapter focuses on pedagogies of working with diversity centers on West-East reciprocal learning through a Reciprocal Learning Program in preservice teacher education between a Canadian university and a Chinese university. By presenting our initial analysis of fieldwork with our Teacher Education Reciprocal Learning Program participants through excerpts from newsletters, surveys, and interviews, we explore how participants from both China and Canada made sense of their learning from the other cultural and educational system through the Reciprocal Learning Program within broad educational, social, and cultural contexts. We argue that both global and multicultural dimensions are cultivated in reciprocal learning that infused the lived experiences of both Canadian and Chinese preservice teacher candidates. We discuss the pedagogic implications for working with diversity and believe that reciprocal learning can take place while working with people from different cultures with an attitude of mutual respect and appreciation and an appetite for learning in our increasingly interconnected world.

Hanfu has been the Han ethnic costume in Chinese history. This study explores the travel motivation and experience of Hanfu tourists by conducting qualitative research on Hanfu tourists through photo-elicitation interviews with 25 participants covering four study regions, including the mainland of China, Taiwan, Malaysia, and Singapore. The results reveal seven motivations drive Hanfu tourists: (1) personal hobby, (2) seeking cultural identity, (3) social belonging, (4) Hanfu tourist photography, (5) career need, (6) influence on Hanfu movement, and (7) free space for wearing Hanfu created by tourism. Additionally, the seven types of Hanfu tourist experiences are (1) social experience, (2) cultural experience, (3) Hanfu performance experience, (4) nonvisual sensual experience, (5) learning experience, (6) challenge experience, and (7) pilgrimage experience. This study further furnishes theoretical and managerial implications as a reference for destination marketing targeting Hanfu tourists.