Disciplinary Competitiveness Analysis in International Stomatology Education

Abstract

With economic and cultural globalization, the trend of globalization of higher education becomes inevitable. Using the concept of competitiveness, the authors established a principal component analysis (PCA) model to examine disciplinary competitiveness in stomatology of various higher education institutions worldwide. A total of forty-four universities entered the inal list according to these calculations. Possible reasons for their selection were explored and explained at macro and micro levels. The authors further accessed various sources of data and summarized several suggestions for enhancing disciplinary competitiveness for other universities in pursuit of promoting their position in the global spectrum.H igher education is affected by both public and private pressures. On the public side, its expected outcomes include the transfer of knowledge, scientiic research, social service, and cultural inheritance. The private sector's inluence is relected in economic excludability and international competition. 1 The formation of an international market of higher education has led to opportunities for educational institutions, as well as challenges that must be faced, 2 such as 1) how to enhance mutual communication and cooperation; 2) how to adapt the content and method of teaching for international communication and development needs; and 3) how to establish good international relationships and produce direct and long-term economic beneits to their own countries. A study of disciplinary competitiveness, based on higher education internationalization, can be helpful in answering such questions.Two methods of analyzing disciplinary competitiveness appear in the literature. One is the model of example, which sets a speciic level as the example of comparison and analyzes a number of indicators accordingly. 3 The other is the ranking model, which quantitatively calculates scores of a series of indicators and ranks institutions accordingly. 4 Both models

Current differences in dental education between Chinese and Western models

“…Various policies concerning dental programmes, postgraduate education and licensure are introduced; the quality of faculty and students is improved through international communication and teaching reform; increasing funds enhance the school conditions; and education evaluation urges schools to continue to improve. However, compared with Western models, China's model requires refinement to improve disciplinary competitiveness . The economic and technology developments bring the external hardware, and the development of internal intelligence should keep pace with such developments to compensate for the education gap.…”

GPs’ and dentists’ experiences and expectations of interprofessional collaboration: findings from a qualitative study in Germany

“…A further possible limitation of the study may be that the study was undertaken in one region of Germany; thus, the findings may not be directly transferable to other countries with a separation of dentistry and general medicine. Additionally, as the study was conducted in only one region of Germany, it is uncertain whether the results are transferable to regions where dentists and physicians are or have been educated together (e.g., in Eastern Germany during the German Democratic Republic) in a so-called “stomatological curriculum” [ 34 , 35 ].…”

Curriculum setting and students' feedback of pre‐clinical training in different dental schools in China—A national‐wide survey

“…Although China had introduced several policies and published standards such as the Accreditation Standards for Undergraduate Dental Education Programs to improve the current situation of dental education in the last decade, how to standardise the pre‐clinical curricula for dental undergraduates to minimise the gap amongst schools remained undescribed. Compared to the dental schools in Europe and North America, China's dental education mode requires refinement to improve disciplinary competitiveness, 12 and more details on how pre‐clinical dental curriculum are taught across China are required in order to bring about standardisation of pre‐clinical dental education.…”