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It is a very prominent problem that Chinese universities lack school-running characteristics. In the past ten years, because of undergraduate teaching assessment requirements of the Ministry of Education, universities attach great importance to school-running characteristics. What is the reality and how to improve the effectiveness of creating the school-running characteristics of universities? It is a problem that needs to be solved. The purpose of this paper is to discuss these issues.

Using the survey method, literature study, case studies and other methods, this study reviewed ten years of school-running characteristics construction and explored some laws of creating school-running characteristics.

This study found although universities in China are beginning to attach great importance to the school-running characteristics, but they are still staying in the summarization of characteristics. School-running characteristics are very rough. Creating school-running characteristics are mainly efforts responding to the superior government. Creating school-running characteristics should be based on category characteristic. Universities need to change in competition and create characteristics within its history and culture. Universities need to refine the core idea of education, develop a big picture and then renew them in the assessment cycle.

The originality of this study was that it put forward some new laws including changing from summarizing to creating its own school-running characteristics, putting category characteristic as the prerequisite and considering the core idea of education as the focus of school-running characteristics. This research will enrich the theory building of higher education research and has some value in promoting the creation of school-running characteristics.

This paper aims to give a picture of the entrepreneurship education programs currently provided in Hong Kong secondary schools, to present teachers' evaluations of the effectiveness of the programs offered, and to point out the factors that hinder the development of entrepreneurship education in Hong Kong secondary schools.

A questionnaire about entrepreneurship education was designed and piloted and then faxed to all Hong Kong secondary schools, inviting teachers teaching business related subjects and those in charge of extra‐curricular activities to complete it. One hundred and twenty‐eight usable questionnaires were received, which gave a valid response rate of 31 percent. Close‐ended and multiple‐choice questions were adopted to maintain readability of the questionnaire and encourage participation. As the participants of the quantitative research did not have the opportunity to elaborate their responses, in‐depth phone interviews were conducted.

Half of all respondents reported the presence of entrepreneurship education in one form or another at their schools. Of the remaining respondents, nearly 80 percent said their schools were not planning to implement entrepreneurship programs. Around 70 percent of the schools running entrepreneurship programs had more than three years' experience in entrepreneurship education, and forty‐three percent had even been running these programs for more than 5 years. The survey revealed that schools tended to take a comprehensive approach in delivering entrepreneurship education.

This study shows that entrepreneurship programs in Hong Kong are largely similar to those in the West in terms of objectives of provision, content and teaching strategies.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

This study aims to explore the spatial distribution characteristics and spactial reciprocity between industrial parks (IPs) and vocational education parks (VEPs): agglomeration density, functional matching, spatial organization efficiency, as well as space intensive utility. To achieve this objective, IPs and VEPs in urban centers of Jiangsu Province are selected as the objects of the study. First, spatial analysis of thermodynamic diagrams is employed in this study to qualitatively analyze the evolutionary characteristics of the spatial distribution of IPs and VEPs to explore the spatial aggregation characteristics of their clustering, integration, and comprehensive crossover. Second, a horizontal comparison of the data and indexes concerned reveals that areas with high agglomeration and functional matching exhibit a sound spatial reciprocity. Third, this study crystallizes the four structural prototpye paradigms formed during the reciprocity evolution between IPs and VEPs; it compares spatial organization efficiency, with the agglomeration–core structure ranking first, followed by the circle–core structure. Finally, SPSS is used to analyze the space intensive utility in order to verify the conclusions of qualitative analysis. The findings can comprehensively explain the regularities of the spatial distribution and reciprocity between IPs and VEPs. The findngs can also elucidate the design of regional industrial development and educational programs.

The German evidence-based model of educational governance is bureaucratically regulated, but teachers and schools are autonomous in their way of implementing requirements in schools. Accountability is ensured by regularly monitoring educational outcomes with reference to national educational standards, e.g. in the form of mandatory comparative performance tests. In this context, it is worth determining the process stages of research engagement with which the available data or evidence is associated and which purposes they can serve in teacher education and practice. Building on that, an overview is provided of the state of (mainly German) research on teachers' and school leaders' research engagement and influencing factors. This research field has flourished in the wake of the Empirical Shift in German education. By now the understanding has emerged that ultimately the depth of inferential processes is vital for sustainable development and this in turn is influenced by data, context and user characteristics. On the individual level, in particular, positive affective-motivational dispositions and research literacy are deemed important, whereas the feeling of being controlled has detrimental effects. On the school level, school culture and leadership are of impact, whereas a certain continuity of measures on the governance level proves meaningful for the engagement with data and evidence in educational practice. With regard to the German experience, it is concluded that more (funded) dialogue opportunities between different actors and professional groups in education are needed and that initial and further training should strive even more to impart a meta-reflective stance or enquiry habit of mind.

This paper examines students’ educational choices in vocational education and training (VET) to understand the low reputation of vocational education in China. By analysing the individualisation of these choices within structural and individual relationships, the study explores how the decline of state endorsement and the shift towards rational, individualistic actions influence students' decisions.

Multiple types of data were collected in this study, including administrative records, interviews and autobiographical stories, which were analysed using individualisation theory.

The research indicated three historical periods of the educational choice of Chinese VET students. Stage one (1978–1991) saw vocational education treated as “the first choice” for graduates. Stage two (1992–2000) was marked by the polarisation of educational choice during the social transition from a socialist planned economy to a market economy. During this period, more students started to choose academic high schools over vocational schools, even though the latter still had certain advantages for attracting the better-performing students. The third stage (2001-now) is a time in which vocational education is viewed as “the last choice” under the socialist market economy system. During this period, junior high school graduates prefer to enrol in academic high schools rather than in vocational schools. Aligned with the overall individualisation trend in Chinese society, vocational education decisions situated between societal structures and individuals are also experiencing a shift towards more micro-level individualized behaviours.

The paper provides a historical analysis of education and training provision in China and the complexity of students’ educational choices, revealing the influencing factors across different stages.

This paper draws a comprehensive analysis of the developmental trajectory of vocational education in China across different historical periods, notably under the socialist planned economy and the socialist market economy systems.

This article analyses the current tourism education system in Hungary as a key factor of quality improvement. The case of the Veszprem University is present. It is proposed to build up a competitive education system in tourism for this important tourism country.

Intersectoral collaboration is often a prerequisite for effective interventions in public health. The purpose of this paper is to assess the facilitating and hindering conditions regarding intersectoral collaboration between health authorities, public health services (PHSs), public services stakeholders (PPSs) and the education sector in comprehensive school health promotion (CSHP) in the Netherlands.

CSHP collaborations in five Dutch regions were studied using a questionnaire based on the DIagnosis of Sustainable Collaboration (DISC) model, focusing on: change management; perceptions, intentions and actions of collaborating parties; project organization; and factors in the wider context. Univariate and multivariate analyses with bootstrapping were applied to 106 respondents (62 percent response).

A similar pattern of facilitating and hindering conditions emerged for the five regions, showing positive perceptions, but fewer positive intentions and actions. An overall favorable internal and external context for collaboration was found, but limited by bureaucratic procedures and prioritizing stakeholders’ own organizational goals. Change management was rarely applied. Some differences between sectors emerged, with greatest support for collaboration found among the coordinating organizations (PHSs) and least support among the financing organization (municipalities).

The generalization of the findings is limited to the initial formation stage of collaboration, and may be affected by selection bias, small sample size and possible impact of interdepartmental collaboration within organizations.

The authors recommend establishing stronger change management to facilitate translation of positive perceptions into intentions and actions, and coordination of divergent organizational structures and orientations among collaborating parties.

The results show that it is valuable for collaborating parties to conduct DISC analyses to improve intersectoral collaboration in CSHP.

This paper aims to discuss the issues surrounding educational monitoring systems.

This paper is a general review of the situation in Greece.

This paper suggests that a superior educational monitoring system aiming to alleviate educational and social inequalities as well as discrepancies between schools and/or between classrooms would rely on both attainment and progress criteria, as these criteria operate differently and allow to bring into the fore different aspects of problems/educational inadequacies.

The benefits and pitfalls associated with the employment of different criteria for educational monitoring are discussed, so that a new monitoring system can be suggested for the Greek setting of public primary and secondary schools.