Titlebook: International Mobility and Educational Desire; Chinese Foreign Tale Peidong Yang Book 2016 The Author(s) 2016 educational desire.Foreign ta

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Introduction,rean government scholarships, this introductory chapter locates the protagonists of this book, that is, “PRC scholars” in Singapore, in two contexts respectively: (1) the Singapore state’s “foreign talent” policy in response to economic and demographic challenges and (2) international educational mo

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,Contexts: Singapore’s Foreign Talent Programs and the Chinese Middle School as a Recruiting Ground,ly foreign workforce management system and immigration regime; it then details several prominent foreign talent scholarship schemes since the 1990s, particularly three schemes targeting China. The second part unfolds around a symbolically rich event observed during the China leg of my fieldwork, whi

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Selecting Scholars for Singapore: The SM2 Program, of the three long-running PRC scholarships that have been channeling Chinese students to Singapore. It annually provides 200–400 teenage senior middle-school students full undergraduate scholarships with living stipends, and in return legally obligates the scholarship-recipients to work in Singapor

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Desiring an Education: Scholarly Idealism and Anti-scholarly Entrepreneurialism,on, disillusionment and/or transformation as a consequence. While the scholars had a variety of experiences and expressed a wide range of views, by and large these seem to lie on a spectrum defined on the two ends by what I venture to call a . on the one hand and an . on the other. The scholarly ide

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riedenheitsmanagement. Hierbei k?nnen Erfahrungen aus dem Dienstleistungsmanagement im Allgemeinen sowie konkreter aus einzelnen Servicebereichen für den Bildungsbereich gewinnbringend adaptiert werden. Eine am Lernprozess und insbesondere an den Lernendenkontaktpunkten orientierte Messung der Lernz

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Peidong Yangt. Eine Ursache ist in einem Mangel an Handlungskompetenz der Lehrenden im E-Learning zu sehen. Zur Vermittlung dieser Handlungskompetenz k?nnen ausgehend von Handlungskompetenzmodellen, die insbesondere in der Betriebsp?dagogik entwickelt werden, Handlungsfelder abgeleitet werden. Durch das Angebot

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