A stage model of education and innovation type in China: the paradox of the dragon

Abstract

PurposeThe purpose of this paper is to present a conceptual stage model of education and innovation type. The model depicts the influence of education on innovation and the paper aims to discuss the implications of it for the national competitiveness of China.Design/methodology/approachThe paper presents a newly created conceptual stage model of education and innovation supported by observations and a literature review based on past and present innovation efforts in China.FindingsThe paper demonstrates the importance of linking creative education with radical innovation that is associated with higher value‐added economic activities. The findings of the empirical studies to date in China suggest that such a change will not be easy. There is a need to increase the propensity towards creative thought processes even if this is considered “undesirable behavior” both in the Chinese classroom and for the Chinese Communist party. Evidence suggests that without such creativity, self‐initiated radical innovation is not possible across a broader spectrum of the educational system, and that break‐through inventions in value‐added technology and design industries will be limited in China.Originality/valueThe model in the paper is designed to stimulate further research, initiate discussion and encourage action on driving creativity in Chinese educational policy and practices. The paper's analysis and findings will be of interest to managers and government policy makers in China that are charged with developing new programs to spur value‐added innovation. Researchers will find the ideas for further empirical research potentially valuable in helping them to design studies surrounding the phenomena of creativity, education and innovation practices.

The Effects of Integrating Creative and Critical Thinking on Schools Students' Thinking

“…According to [73], creative and critical learning are necessary skills for innovation. Guilford identifies three central components of creative thinking skills (divergent thinking) namely fluency, flexibility, originality [30], [31], [34] and [36].…”

Will China’s quest for indigenous innovation succeed? Some lessons from nanotechnology

“…10 memorization and theory rather than analytical thinking has been criticized as a major hindrance to creativity -and, more broadly, to China's innovative capacity (Chan and Chan 2005, Johnson and Weiss 2008, Powell 2014.…”

Into the heart of the dragon

“…While the conceptual framework presented in that paper could theoretically be applied to any developing country (and a form of it, as we will see, to any country's educational efforts), Johnson and Weiss (2008) was originally inspired by trips we made to China at the beginning of this century. In 2005, Johnson visited Shanghai, Guangzhou, Shenzhen and Hong Kong and examined the innovation efforts of the people and companies he visited while on that trip.…”