Edupreneurs [Elektronische Ressource] : A Study on For-Profit Education in Mainland China / Weixiao Li. Betreuer: Ewald Kiel

Li Feng, Weixiao

Informations

• Publié par: ludwig-maximilians-universitat_munchen
• Publié le: 01 janvier 2011
• Nombre de lectures: 43
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

“ E d u p r e n e u r s ” —
AA SS ttt uuu ddd yy ooo nn FF oo rrr -- PPP rrr ooo fff ii ttt EE ddd uu cc aa tt ii ooo nnn ii nn MMM aa ii nnn ll aa nnn dd CC hh iii nnn aa
I n a u g u r a l - D i s s e r t a t i o n
zzzz uuuu rrrr EEEE rrrr llll aaaa nnnn gggg uuuu nnnn gggg dddd eeee ssss DDDD oooo kkkk tttt oooo rrrr gggg rrrr aaaa dddd eeee ssss dddd eeee rrrr PPPP hhhh iiii llll oooo ssss oooo pppp hhhh iiii eeee aaaa nnnn dddd eeee rrrr
L u d w i g - M a x i m i l i a n s - U n i v e r s i t ä t
M ü n c h e n
F a k u l t ä t f ü r P s y c h o l o g i e u n d P ä d a g o g i k
I n s t i t u t e f ü r P ä d a g o g i k
W e i x i a o L i
2 0 1 1
T h i s S t u d y i s s p o n s o r e d b y F a z i t S t i f t u n g .
1E r s t g u t a c h t e r :
P r o f . D r . E w a l d K i e l
LLL ee hh rrr sss tt uu hh ll SSS cc hhh uuu ll pp ää ddd aaa gg oo ggg ii kkk
I n s t i t u t e f ü r P ä d a g o g i k , L M U
Z w e i t g u t a c h t e r :
PPPP rrrr oooo ffff .... DDDD rrrr .... RRRR uuuu dddd oooo llll ffff TTTT iiii pppp pppp eeee llll tttt
L e h r s t u h l A l l g e m e i n e P ä d a g o g i k u n d B i l d u n g s f o r s c h u n g
I n s t i t u t f ü r P ä d a g o g i k , L M U
t hD i s p u t a t i o n a m : J u l y 1 4 , 2 0 1 1
2AAAA BBBB OOOO UUUU TTTT TTTT HHHH EEEE AAAA UUUU TTTT HHHH OOOO RRRR
P e r s o n a l D a t a :
th• Birth date: May 9 , 1982
• Birth place: Hunan Province, China
• Nationality: Chinese
LLLL aaaa nnnn gggg uuuu aaaa gggg eeee ::::
� Chinese (mother language)
� English
� German
E d u c a t i o n :
• Ph.D (Education and Psychology), University of Munich, Germany,
2011.
• Master of Science (Vocational Education and Personnel Capacity
Building), Technische Universität Dresden, Germany, 2007
• Bachelor of Arts (Germanistik), Xiantan University, Hunan Provice,
China, 2003.
CCCC eeee rrrr tttt iiii ffff iiii cccc aaaa tttt eeee ::::
• Global Career Development Facilitator. Granted by CCE (Center for
Credentialing & Education , USA). 2009.
• German-Chinese Interpretation Certificate, Level 3. Granted by Chinese
National Ministry of Labor. 2008
• University Teacher’s Certificate. Granted by Bureau of Education,
Hunan Province. 2003.
3• China National Test for English Major Level 8 (TEM 8). 2003
P r o f e s s i o n a l E x p e r i e n c e :
• Partner at Beijing Apollo Education and Consulting Company (2010-)
• Junior Consultant at Beijing UT Consulting Company (Oct.
2007-Mar.2008)
• Language Instructor, Lecturer at Beijing New Oriental School (Apr.
2004-to date)
• University Teacher in the Institute of Foreign Languages at the Xiangtan
University (July 2003-Mar 2004)
P u b l i c a t i o n s
• Fuse of Corporate Culture after Merger Acquisition: The case of
Danone and Lebaishi. In: Online Periodical UT Management Review,
Nr.1, 2008. (2008)
• An Overview of Listed Education Companies trading in NASDAQ and
Inspiration for Chinese Education Companies. In: Online Periodical UT
Management Review, Nr.2, 2008. (2008)
• Article “Meine Freie Deutsche Jugend”, published in the magazine
“World Literature Recent Development”, Nr. 2, 2004. (2004)
• Conference paper “Entwicklungsroman” at the Fenghuang Foreign
Literature Symposium (2003)
4AAAA CCCC KKKK NNNN OOOO WWWW LLLL EEEE DDDD GGGG EEEE MMMM EEEE NNNN TTTT
I’m indebted and owe thanks to a variety of people who have helped and
assisted me in the development of this dissertation. Special thanks go to
Professor Dr. Ewald Kiel who reads proposals and drafts of the volume and
offers unparalleled guidance and coaching. His suggestions led to many
improvements of the manuscript. I’m grateful to the Fazit Stiftung. If there were
no financial help from the Fazit Stiftung, this project would not have been
successful. A debt is also owed to Professor Dr. Rudolf Tippelt and colleagues
in the institute of Paedagogik at the University of Munich. Thanks also go to
various respondents of the study.
Above all, I would like to acknowledge the unwavering support and
encouragement of my parents and my fiance. Their continuous constructive
suggestion provided me a constant inspiration.
Finally, I would like to express gratitude for Budd Poston, who invested so
much to improve the language of this thesis and for other helpful comments
and suggestions offered by many more friends of mine. Needless to say that
any errors of fact or judgments that remain in the text are mine alone.
Weixiao Li
5CCCC OOOO NNNN TTTT EEEE NNNN TTTT
LIST OF TABLES 11
LIST OF FIGURES 14
ABBREVIATION 15
ABSTRACT 17
CHAPTER -1 INTRODUCTION 19
1.1 The rise of For-Profit Education Worldwide 19
1.2 Definition of Frequently used Terms in this Study 22
1.3 Research Objective and Research Question 27
1.4 Hypotheses 28
1.5 Method 29
CHAPTER -2 PANORAMA of FOR-PROFIT EDUCATION 30
2.1 For-Profit Education in the U.S 32
2.1.1 Market Segmentation of U.S. For-profit Education 34
2.1.2 For-profit higher education 38
2.1.2.1 Number of institutions 38
2.1.2.2 Enrollment 41
2.1.2.3 Tuition Fee 43
2.1.3 For-profit Education Stock 48
2.1.4 Merger and Acquisition in the Education Sector 50
62.1.5 Arguments 52
2.1.5.1 "Diploma Mill" 52
2.1.5.2 Fraud 53
2.2 Global For-Profit Education (except for U.S,
Germany, and China) 54
2.3 For-Profit Education in Germany 59
2.3.1 Private Higher Education in Germany 59
2.3.2 German “Edupreneurs” 69
2.4 For-Profit Education in China 71
2.4.1 Private Higher Education in China 71
2.4.2 Chinese “Edupreneurs” 72
CHAPTER -3 THEORETICAL BACKGROUND 79
3.1 Literature Review 79
3.2 Discourses 83
3.2.1 Education is a public good!? 83
3.2.2 Education is commodity in educational market!? 89
3.2.3 Education is a business operation!? 94
3.3 Momentum 98
3.3.1 Internationalization and Globalization 99
3.3.2 Privatization 106
3.3.3 Life-long learning 111
3.4 Rationale (Institutional Paradigms) 113
7CHAPTER -4 METHODOLOGY 121
4.1 Introduction of Methodology 121
4.1.1 Qualitative Research 121
4.1.2 Application of Case Study Strategy 122
4.1.3 Triangulation 124
4.2 Research design 125
4.2.1 Research Objective and Research Questions 125
4.2.2 Interview Design 126
4.2.3 Data Analysis Procedures 138
4.2.4 Ethics 139
CHAPTER-5 FINDINGS AND ANALYSIS 140
5.1 Overview of the Research Conducted 140
5.1.1 Results of Case Selection 141
5.1.1.1 Case Selection Criteria 141
5.1.1.2 Creation of Chinese “Edupreneurs” Pool 141
5.1.1.3 Selected “Edupreneurs” 149
5.1.2 Overview of Interviews Conducted 156
5.2Tentative Classification of Chinese “Edupreneurs” 157
5.2.1 Classification Model 157
5.2.2 Identification of Cases by the Classification Model 160
5.2.2 Further Breakdown of the Classification 160
5.3 Findings Concerning New Oriental Education and
8Technology Group Inc. (NOET for short) 163
5.3.1 Group Status as of this Writing 163
5.3.2 Revenue and Cost 170
5.3.3 Provision 172
5.3.4 Instruction 175
5.3.5 Quality Assurance 178
5.3.6 Management 180
5.3.7 Corporate Culture 184
5.3.8 Key to Success 185
5.4 Analyzing Other Case Subjects 190
5.4.1 Similarities 191
5.4 2 Distinctions 197
5.4.3 Innovation 203
5.4.3.1 Technological Aspect 204
5.4.3.2 Managerial Aspect 209
5.4.4 Restriction 212
5.4.4.1. Talent Shortage 212
5.4 4.2. Capital Shortage 213
5.5 Macro Analysis 215
5.5.1 Economic Factor 215
5.5.2 Plitical Factor 221
5.5.2.1 Administrative structure of Education in China 221
5.5.2.2 Structural System of Education in China 223
5.5.2.3 Disparity of the Current Educational System 228
5.5.2.4 Deficiency of the Current Educational System 231
5.5.3 Legal Environment (Educational Reform in China) 235
5.5.3.1 Convergence and Divergence between
Education Systems 235
5.5.3.2 Legislature 237
95.5.4 Structural Change in Education 239
5.5.4.1 Expansion of Higher Education 239
5.5.4.2 Revival of Private Education 241
5.5.4.3 The Rise of Vocational Education 243
5.5.4.4 Educational Financing 244
CHAPTER-6 DISCUSSION 254
6.1 Introduction of New Institutionalism 254
6.2 Application of Historical Institutionalism 258
6.3 Application of Rational Choice Institutionalism 264
6.4 Application of Organizational Field 269
CHAPTER-7 IMPLICATION 275
7.1 Conceptualization of an Ideal “Edupreneur” 275
7.2 Cooperation Prospect between China and Germany 286
CHAPTER-8 CONCLUSION 294
REFERENCE 296
1 0