中国暨南大学2017年诚聘高层次人才及海外青年人才(牛津)招聘会

中国暨南大学2017年诚聘高层次人才及海外青年人才(牛津)招聘会谨定于612日在牛津大学举办,敬请光临!

暨南大学是中国第一所由政府创办的华侨学府,是国务院侨办、教育部、广东省三方共建的“211工程重点综合性大学,是广东省高水平大学重点建设高校学校在广州、深圳、珠海三地办学,设有五个校区。学校学科齐全,文理工医兼备,涵盖除军事学、农学外的所有学科门类,设有36个学院及13个直属研究院(所);有本科专业89个,硕士学位授权一级学科点37个,博士学位授权一级学科点15个;有博士后流动站、工作站17个。招聘岗位:青年千人及各类优秀人才(海外知名高校、科研机构的优秀教师、博士后、博士研究生)

暨南大学的详细岗位信息、人才需求、有关待遇条件见《暨南大学高层次人才招聘会需求信息一览表》。

时间:2017061211:00-14:00 (10:45签到)

地址Vernon Harcourt, St Hilda’s College, Cowley Pl, Oxford OX4 1DY

      

中国联系方式:

联系人:童老师、徐老师    电子邮箱:otalents@jnu.edu.cn

联系电话:0086-20-85227283(含传真)、0086-20-85223525

地址:广州市黄埔大道西601号暨南大学人力资源开发与管理处

邮政编码:510632

暨南大学人事部门网页:http://personal.jnu.edu.cn/

 

英国协办机构:UK-China Training Ltd

联系人:何俊、焦宇、徐可、梁馨尹   

联系电话:0044-20-8589305051/52/53   

邮箱:sinny@uctonline.co.uk    christy@uctonline.co.uk

 

应聘材料(需带一份纸质版应聘材料到场):  

以下材料均需提供电子文档,请于2017650:00(英国当地时间)之前发至我处电子邮箱或带到招聘会现场。

1. 个人简历一份;

2. 近五年承担的科研项目、发表的论文、获奖成果清单;

3. 所有科研项目、获奖及专利情况的证明复印件;

4. 重要创新性论文的全文及其刊载杂志封面、目录的复印件,以及推荐表中列举的其他代表性著作封面、目录和论文首页复印件;

5SCIEISSCICSSCI收录以及论文他引情况的证明(原件,须经有关检索机构盖章)

6. 在国外任职或在国内担任重要职务的任职证明;

7. 在国际学术会议上担任职务的证明以及作大会报告、特邀报告的邀请信或通知复印件

 

附件:暨南大学高层次人才招聘会需求信息一览表

CSNS Recruitment of Overseas High-level Talents

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The China Spallation Neutron Source (CSNS) is an accelerator based multidiscipline user facility, which consists of an Hlinac, a proton rapid cycling synchrotron, and threeneutron instruments at phase I. CSNS will provide scientists with unique and powerful neutron scattering instruments for the study of a large range of materials – from polymers and pharmaceuticals to membranes and molecules. It is located in Dongguan, Guangdong province, which is about 48km from Shengzhen and 125 km from Hong Kong airports. CSNS is going to fully operated on 2018 with about 350 employees currently.

 

Recruitment Objectives:

Based on the needs of the research areas and the disciplines development of CSNS, we are now publicly recruiting overseas outstanding talents and scholars of relevant disciplines who possess research abilities and innovation awareness. Preference will be given to candidates with extensive experience on development of neutron scattering instruments as well as related scientific researches, neutron data analysis and visualization, neutron detector and electronics, neutron optic and polarization techniques, and neutron sample environments techniques..

 

Programs:

1   National “Thousand Talents Program” (full time & part time programs),for established scientists

2   National “Thousand Young Talents Program”,for outstanding junior scientists

3   Pioneer “Hundred Talents Program” of CAS,for outstanding junior scientists, excellent junior detector or accelerator experts

 

Terms of employment

1   Salary

Payment negotiable

2   Holiday

Weekends, China’s official holidays, Paid holiday, Annual leave, etc.

3   Social Insurance

Health insurance, Social pension insurance, Employee’s pension fund, Unemployment insurance, Workers accident compensation insurance, etc.

4   Competitive housing welfare

 

Contact:

Office of Human Resources, Dongguan Neutron Science Center

E-mail: dghr@ihep.ac.cn

Tel: (86)0769-89156323

Fax: (86)0769-89156323

Web: http://english.ihep.cas.cn/csns/

Address: No. 1, Zhongziyuan Road, Dalang, Dongguan 523803, China

 

Applications should include a CV, an outline of academic accomplishments, description of current research and plan for future research, 3 – 5 published papers representative of your work, and a record of citations for your work. You should arrange for 3 letters of reference from experts in your field to be sent by post or email (established scientists are not requested).

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2016-2017牛津中国学生学者联谊会第一次执委大会顺利召开

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全体执委合影

2016年11月6日,2016-2017届牛津学联第一次执委大会在赛德商学院顺利召开。

大会在下午14时准时开始,秘书长陈成主持会议并介绍了会议流程和今年学联的组织结构。

学联主席高雅琨随后致辞。她首先欢迎各位新的执委加入学联,鼓励大家积极参与学联工作。她对新一届学联成员寄予很高的期望,希望大家能在这段学联工作的时间里锻炼自己,广交益友,培养领导力与凝聚力。同时,高主席回顾了自己在学联的成长经历,通过分享自己的亲身体验,尽可能多的为大家传授在学联的工作经验。

之后,高雅琨主席向大会说明了学联章程修订案(2016)。修订案经大会投票表决,全票通过。即日起,牛津中国学联启用2016版学联章程。同时,大会审议通过了将原“创新创业平台”升级为“创业部”的决议。

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学联主席高雅琨致辞

刘煜冬、曾至昕、刘鑫副主席依次上台,就自己分管的部门工作,进行的回顾与展望。他们一边说着工作,一边论着情怀。多年学联的工作经验,让他们对学联的部门工作了如指掌,拿捏得恰到好处。同时激情的讲演,也拉进了他们与学联新成员们的距离。

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副主席及秘书长做报告

大会第二部分,由各部门部长依次登台,为大家介绍本年度的部门工作计划。

秘书长陈成首先向大家介绍了秘书处的人员构成和工作。秘书处就像一个大管家,默默的打理着学联的事务。新的一年里,他希望带领着秘书处的成员们,更高效更快乐地完成日常任务,促使学联更高效的运转。

宣传部部长张湉加简短而有力地给大家部门的工作计划,即做“牛津最潮的媒体平台”(微信,邮箱和网站宣传平台)、“学联最硬的技术支持”(摄影摄像)、以及“最脱水的访问专栏”(学联新创办的子衿专栏)。她表示,宣传部的工作不仅联系着在牛津的华人学生学者,同时还为校友们提供了一个交流信息的平台。

学术部盛萱宜部长介绍了往年学术部活动及本年度规划。今年学术部将继续举办“学术沙龙”系列活动,邀请更多的学术名人,力争为大家提供更多学术交流,碰撞思想的平台。同时,学术部将牵头举办中国文化周活动,向牛津的外国友人,宣扬博大精深的中国传统文化。

就业技能平台负责人殷钰忻简单介绍了就业部的成员构成。就业部将在上一年度的基础上,更高效地组织策划招聘会。收集发布信息,尽可能为同学们提供更多就业信息。新的一年,就业部将更广泛地与各大高校企业展开联系,同时联系线上课堂项目,为大家提供更多学习的机会。她鼓励大家积极参与就业部的活动,及早为职业规划做充分准备。

外联部部长江佳育用简洁的语言做了自我介绍,向大家阐述了外联部联系赞助工作的重要性和必要性。她通过讲述自己的亲身经历,提出了对外联工作新的看法。她表示,在她的带领下,外联部将会成为一个更加年轻、高效、有活力的部门。同时,她也希望更多的同学能够参与或者帮助外联部的活动。

文体部部长张嘉祺诙谐幽默地向大家展示了2016年文体部的人员构成,并介绍了一些新的富有创意的活动,鼓励大家积极参与活动的筹办,提出了“全员参与”这个概念。他表示,文体部与学联各部门合作,共同组织策划学联大型活动,如新生舞会、牛津春晚等,同时,文体部也在积极创新活动类型,比如今年首次举办G5篮球邀请赛。这些种类繁多的文体活动极大地丰富了大家的课余生活。同时他也鼓励大家积极参与到文体活动的筹备中,在锻炼组织能力的同时,也将活动带来的快乐分享给身边的同学们。访学部部长曾高远介绍了访学部的核心目标及工作职能,并说明了访学部的工作计划。总共有四个主要活动及目标,第一个活动是“华文讲坛”主题类互动讲座,第二个为建立完整的“牛津访问学者信息数据库”,三为管理维护“牛津访问学者大联盟(微信群)以及为访问学者们订制专门的集体活动。

旅游部部长徐东洋积极向大家展示了旅游部的精品活动,包括多次成功组织大家前往名胜古迹游览和每年学期初的新生环城活动。他希望大家能在旅游部组织的活动中,多走走多看看,在繁重的学习工作之余,能够通过旅游来放松心情,调整状态。对于新一年的活动,徐东洋表示信心满满,非常期待大家的参与。

创业部部长俞皓然展示了新成立的创业部的职能、发展和目标,希望在新的一年里,尽快与创新企业,科技园区建立良好的联系,通过宣讲会的方式,为牛津学生学者带来更多创业方面的信息。

通过本次执委大会,参会执委对牛津中国学联有了更全面更深入的了解。大家纷纷表示,希望通过学联的工作,锻炼自己,同时也为牛津地区的学生学者们,策划更多更精彩的活动。

 

本届牛津学联主席团:高雅琨、刘煜冬、刘鑫、陶国炜、曾至昕、陈成

 

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各部门负责人介绍

 

主持:陈成

新闻稿:张若晗、陈成

摄影:冯运

场务:王戈,姚敏,石浩均,徐习进,夏秋实,孙天宇,朱婷婷

技术支持:孟鑫

中国高校人事招聘团赴牛津大学招聘海外青年学者及高层次人才

7月2日,中国高校人事招聘团招聘海外青年学者及高层次人才洽谈会在英国牛津大学赛德商学院(Said Business School)成功举行。此次活动由牛津中国学联承办,参加招聘团的单位为武汉理工大学,电子科技大学,天津工业大学,中国石油大学(华东),中国矿业大学,哈尔滨工程大学,西南大学,江苏师范大学,西安电子科技大学,中南大学交通运输工程学院,华中科技大学物理学院和光电学院等11所高校人事部门。牛津大学的在读博士研究生和博士后研究学者,以及来自英国各高校的学生学者们参与了此次洽谈。他们来自物理,材料,化学,航空航天,生物医药,社会环境等众多尖端科学领域。借此次洽谈会的机会,高校人事招聘团向在英的学生学者们,介绍了国内各高校对海外青年学者的人才招聘政策,并与有意向回国发展的学生学者们进行了深入的沟通与交流。

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图为牛津学联秘书长陈成介绍洽谈会高校人事部门和学院负责人

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图为哈尔滨工程大学人力资源处处长谭思超教授宣讲人才引进政策

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图为中国矿业大学人事处钟晓东处长宣讲人才引进政策

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图为江苏师范大学人事处鲁斌宏处长宣讲人才引进政策

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图为天津工业大学材料学院张兴祥院长宣讲人才引进政策

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图为西南大学外国语学院杨毅书记宣讲人才引进政策

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图为电子科技大学微固学院刘飞阳主任宣讲人才引进政策

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图为中南大学交通运输工程学院邹杨华主任宣讲人才引进政策

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图为武汉理工大学海外高层次人才服务中心主任闻霄博士宣讲人才引进政策

活动开始后,牛津学联秘书长陈成,作为主持人,向大家介绍了参与此次恰谈会的各高校人事部门及学院负责人。随后,各高校依次展示了他们对海外人才的招聘政策及岗位需求,希望吸引具有较强学术能力,在海外高水平大学取得博士学位的青年学者回国发展。首先,中国矿业大学人事处钟晓东处长介绍中国矿大的海外人才引进政策;接着,哈尔滨工程大学人力资源处处长谭思超教授,江苏师范大学人事处鲁斌宏处长,天津工业大学材料学院张兴祥院长,西南大学外国语学院杨毅书记,电子科技大学微固学院刘飞阳主任,中南大学交通运输工程学院邹杨华主任分别宣讲各校的海外人才引进计划;最后,本次活动的组织单位武汉理工大学海外高层次人才服务中心主任闻霄博士做活动介绍及总结。宣讲中,各高校均展示了其优秀的科研教学平台,并承诺为海外归国人才提供丰富的科研启动资金及优厚的薪资待遇。

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图为各高校海外人才政策展台区

宣讲活动结束后,洽谈会进入展台讨论环节,为应聘学生及学者与各高校老师们提供了进一步交流与讨论的机会。

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图为展台讨论环节高校老师与牛津学生交流

通过交流讨论,有意回国内高校工作的海外学子学者对意向高校的海外人才政策进一步了解,并和高校招聘老师作进一步交流。此次中国高校人事招聘团牛津洽谈会的成功举办,为高校和海外学子学者提供了平台,帮助国内高校吸引并招聘更多优秀海外科研工作者做出积极的贡献。

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图为展台讨论环节高校老师与牛津学者洽谈

 

 

组织策划:陈成,高雅琨

主持:陈成

新闻稿:姚敏

摄影:曾至昕

场务:曾至昕、陈成、姚敏、沈朝、狄思豪

中英基础教育比较研讨会 Insights into British and Chinese Education Panel Discussion Event ‘the Chinese School: Winner or Loser?’

On 10th March, just before Hilary Term 2016 finished, the Oxford Chinese Students and Scholars Association were very honoured to invite a well-known, Chinese-born and fully qualified science teacher in the UK, Ms. Jun Yang-Williams, to ‘the Chinese School: Winner or Loser?’ panel discussion event at Wadham College, which was attended by hundreds of British and Chinese students and academics. The panel discussion was also joined by Prof. Therese Hopfenbeck and Ms. Ariel Lindorff from Oxford University Department of Education, and was moderated by Ms. Yuxi Zhang. This aimed to provide the audience, who are interested in hot educational topics evoked by BBC2 documentary ‘Are Our Kids Tough Enough: Chinese School’, with unique and professional insights into British and Chinese education.

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Prof. Therese Hopfenbeck, Ms. Ariel Lindorff and Ms. Jun Yang-Williams

Ms. Jun Yang-Williams first gave a speech on ‘British vs Chinese Education: What can we learn from each other?’. Yang-Williams has earned international fame from the BBC documentary mentioned above by being one of the five teachers from China who took over the education of 50 year nine students in a Hampshire school to see whether the high-ranking Chinese education system can teach Britain a lesson. Doubtlessly, kids who received tough modern Chinese style education scored higher in the final test.

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Ms. Jun Yang-Williams first gave a speech on ‘British vs Chinese Education: What can we learn from each other?’

Yang-Williams informed us about the projective facts following the positive experimental results produced in the program. For instance, 60 Shanghai teachers were invited by the Education Minister of UK to England to help 30 schools teach Mathematics in order to catch up with Eastern Asian counterparts in the international ranking of mathematical performance. Moreover, the exam board, Assessment and Qualifications Alliance (AQA), have signed a contract last year with the Chinese government in Science and Mathematics which presents the AQA syllabus to 15 schools from Beijing or Shanghai to teach them the creativity, critical thinking and problem solving skills that Chinese students lack. She claimed that the BBC programme is not a random isolated event and has something behind it.

Before going into too much detail of the program, Yang-Williams talked about her personal experience of her motive to come to England and become a teacher. She has been writing diaries for 10 years, and has revaluated the questions accumulated over the years about language, culture and identity during the filming of the programme which she herself does not have an answer to.

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Ms. Jun Yang-Williams has been writing diaries for 10 years

Yang-Williams believes that this documentary programme has largely reflected her ten years teaching experience. Then, she put forward the idea that the disparity between British and Chinese schools comes from the following aspects: curriculum, teaching pedagogy, assessment, teachers, parents, school system and behaviour.

Curriculum wise, almost all British schools have a vast variety of subjects including Religious Study, Drama and Dance which Chinese schools merely have interests in, while the Chinese only concentrate on Science and Maths.

‘I cannot say that student-centred is British and teacher-led is Chinese, we all have both of them, it’s just about different percentages,’ said Yang-Williams. British teachers’ pedagogy values learning by doing hands on experience, group work, discussions, investigations, role playing and research projects. Also, they pay more attention to differentiating the class according to students’ ability so that all pupils can be appropriately challenged and be guided to make progress. They look for engagement and possibly inspiration. ‘When insufficient progress has been made it should be clear what the plan of action would be to address this next lesson… Make it clear that you can see what each and every student has learnt and what the next steps are to secure progress,’ she quoted from Beere, J.

Tracking is how Yang-Williams monitors her students and what enables her to prepare the next lesson. Usually, each student gets a predicted grade at the start of an academic year based on their past performances, and after assessments, teachers have to identify the under achievers and swiftly take action, tutorials after school, for example. These actions then involve a lot of communication with parents who are likely to be supportive.

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The event was attended by hundreds of British and Chinese students and academics

The veteran teacher gave us a summary that the British are more aware of the significance of the development of a series of soft skills covering team spirit, information processing, leadership, self-direction, communication and so on. However, the disadvantages have been outlined by a sentence that Yang-Williams has once put into an article published, ‘assessment for learning has turned British teachers into performers’. The British-favoured education system not only distracts teachers from the main focus of teaching to planning and administration work, but also increases stress for learners so that they can be emotionally highly charged, easily causing conflict and chaos in school.

In terms of assessment method, Chinese students’ destiny is solely dependent on the one and only one external assessment called Gaokao. In contrast, British students can spread their pressure over the year on exams taking place in January and in June. Course work and projects also contribute 25% to the final grades. Although Yang-Williams spot that British assessment system allows occasional failure and gives students chance to improve and adjust mindset, she pointed out that the recent British government is going to get rid of the re-sits which will hugely affect the ranking of schools in the league table as the percentage of pupils achieving A* to C grades will vary in the absence of a second exam.

Teachers from both countries struggle with students’ behaviour and attitude. The Chinese consider being rebellious against teachers, who are the authorities in school, is an unacceptable behaviour. On the other hand, British encourage students to question and challenge teachers and to be individuals. Yang-Williams brought up her opinion on teachers and students standing on the same level, and she had to earn respect and not gain respect automatically, by a process not only through extensive subject knowledge, but also strong will, dedication and commitment.

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The veteran teacher shared her decades of research and teaching experience

‘By the end, the pupils taught by Chinese teachers outperform the control group – yet the head was still reluctant to acknowledge the advantages of those methods…’, Yang-Williams quoted from Nick Gibb, the British Minister of State for schools. Yang has been mentioned several times in Gibb’s work and the passionate Chinese ‘invader’ is definitely looking forward to further cooperation in education between the two countries that she both deeply loves and promised to assist both countries to learn from each other.

Next up was Dr. Therese Hopfenbeck who is the associate professor and director of the Oxford University Centre for Educational Assessment. She has got experiences in secondary school teaching and PISA (Programme for International Student Assessment),which supports her research on how international testing has shaped public policy across education systems as well as her publication on large-scale comparative assessments.

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Speech from Prof. Therese Hopfenbeck

Dr. Hopfenbeck started off by informing us about the publicly debated PISA rankings which show that England has fallen from 4th to 16th in science, from 7th to 25th in literacy, and from 8th to 28th in maths. She also quoted from Nick Gibb, ‘our children’s education has been suffering in relation to their peers over the last decade’. Potentially, PISA results have an influence on education policies as the British Secretary of State for Education has underlined the urgent need to reform British school system by learning from best-performing countries including (Shanghai) China.

The ODCE preface 2009 writes ‘…the stunning success of Shanghai China which tops every league table in this assessment by a clear margin, shows what can be achieved with moderate economic resources in a diverse social context’. Interestingly, Dr. Hopfenbeck found that equity between schools and districts, rather than its overall top performance alone, was celebrated in the Chinese mass media. Evidently, England has disparity with rising pass rates in national tests while Shanghai has welcomed evidence of educational equality with desired low school variance. However, she rigorously interrogated the effectiveness of the PISA research since it does not take into account the difference in school systems and variables outside the schools. Furthermore, she agreed absolutely with Yang-Williams that it’s all about the balance of student-centred and teacher-led to form high quality teaching, and she also noticed that teachers, unfortunately, can be forced to change their pedagogy, when the accountability mechanisms are too strong.

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Dr. Therese Hopfenbeck is the associate professor and director of the Oxford University Centre for Educational Assessment

The danger of overlooking important features of the contexts in which practices are embedded was emphasised by Dr. Hopfenbeck. She laid out an exploration of reasons for Shanghai’s success in PISA made by a Chinese researcher. Traditionally, high parental expectations in cooperation with schools plus students’ belief in the power of effort can really raise the achievement of a child. Modern factors include the openness of the Chinese education system, and curriculum and teaching reforms in Shanghai. Dr. Hopfenbeck was fascinated to learn the fact that Shanghai is open to foreign educational theories, international education exchange and the education system in China is influenced by John Dewey, Jerome Bruner, Benjamin Bloom and a few other foreigners, and she was keen to hear audience’s opinions on the above statement.

Finally, Dr. Hopfenbeck dug out the shining point of British education which the Chinese can enhance their education towards, which is that the national curriculum provides pupils with an introduction to the essential knowledge they need to be educated citizens and has been thought to help engender an appreciation of human creativity and achievement.

After two informative and intriguing speeches, the moderator invited the previous two speakers and Ms. Ariel Lindorff to give a panel discussion session. Ms. Ariel Lindorff is a researcher and doctoral candidate in the Oxford University Department of Education. As a child, she attended Chinese language primary schools in Shanghai, Xi’an and Hong Kong. She also worked as a secondary maths teacher in the USA for over seven years. Ariel’s current dissertation research involves a mixed-methods study of school support networks in New York City. Her broader research interests include educational effectiveness and improvement, issues of educational equity, comparative and international education, and networks and collaboration in education.

The panel discussion was structured under three different themes based on the questions collected through registration and other means.

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Panel discussion session

The first broad theme emerged was about the documentary.

Ariel: Do you feel the methods of teaching that you used in the documentary are representing the teaching in Chinese schools in general?

Yang: China is economically diverse. Even the five of us from the documentary all come from different regions, and one teacher who comes from an advanced and economically developed city has her class students all coming from rich and affluent families, whereas I come from Xi’an where my class had 70 normal students, so our teaching style is very different in the same country. You cannot say which way is representing China… I really don’t care about what kind of criticism you have on Chinese education, but something about that is right and we want to learn what Shanghai has done to teach all those students well in maths. That’s the attitude.

Moderator: Therese, do you want to continue the interesting discussion about the balance you mentioned?

Therese: Back in the 80s, the American reading researchers were fighting over which method was the best. Some young students at that time tried to interpret things from reading and find solutions themselves, others said they wanted more direct instructions. After 30 years of research, more or less everybody now in the American reading researches agrees that the balanced approach is the best…

Ariel: There is some evidence to support the idea that sometimes some of the most struggling students who are certain groups of disadvantaged students benefit quite a lot from direct instructions.

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Ms. Yuxi Zhang, Ms. Jun Yang-Williams, Prof. Therese Hopfenbeck and Ms. Ariel Lindorff

The second broad theme analysed the role of assessment programs like the international test PISA.

Moderator: Therese, do you want actually briefly introduce what PISA is?

Therese: PISA is an international study measuring what 15 year-olds are able to do when they finish compulsory study. If you ever heard of TIMSS, the biggest difference between TIMSS and PISA is that TIMSS are based upon the curriculum in different countries, while PISA say they are curriculum independent and they focus upon literacy skills in reading, science and mathematics…PISA is led by OECD, it comes out every three years and it has become increasingly influential around the world because it leads the government policy level in each country, and each country has a member from the policy level in PISA government board, so they sit and discuss which tasks and themes should be measured and which should not. OECD would argue that it is a democratic study because all the participating countries are discussing what should go into this study. In addition, students are reporting their motivation, their interests and background such as how many books they read at home, what kind of professions their parents are having. Because of that, a lot of secondary analysis have looked into, for instance, the relation between social economic status and achievement score in PISA…

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The event has gained tremendous attention and support from Oxford academics and social media

Moderator: PISA is one way to bring countries into one scope, but how do you accommodate the cultural difference and factors in this large scale international assessment programme?

Theresa: PISA is controversial. As probably some of you know, two years ago, more than hundred academics in England signed up and said that they did not think PISA was measuring valid information. One of the claims was that it does not take context and cultural differences into account. There is a big discussion because there are some themes which you will never measure. For instance, in science you will not have a question about evolution, because you cannot have any theme which will provoke any country, so we should measure things that are really neutral. Some researchers say we should be more forward thinking and we should discuss what kind of skills we need to know about the future, and perhaps some of them are controversial and we should dare to look into them.

Moderator: Ariel, could you also link back to your own research since we know you have a broad interest in education effectiveness, do you think this sort of assessment programs facilitates the effectiveness?

Ariel: I mean I am a little sceptical, but most of the work I do is looking within our school system alone, when the local or state assessments are looking at children developments. So I have seen challenges to PISA as an instrument to compare. For example, if you look at Finland, one of the challenges of its initial success in PISA was to look at performance in university. Students were performing very well at the age of 15, say, in maths, but actually at university level maths, they face a major challenge in the same country. So what does it mean to do very well in PISA in maths, and is it that we want to know about what students can do later? Because ultimately we look at students’ performance in order to prepare education policy shifts.

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Audience asking theme related question

Therese: I also want to mention a fun result from PISA which shows that when students are asked about their happiness and how they feel about themselves, English students and students from Shanghai are actually not that far away from each other. But students in Peru and some of the more poor countries are much happier.

Audience: I remember a teacher in the BBC documentary talking about the welfare system. Like in the UK, if you don’t work hard, the government will look after you, you can claim benefits and so on so forth. So that’s why some students don’t feel pressured enough to work hard to get a great result. But in China, result is everything, you have to get into the universities and then you gain respect and parents will be happy. So I wonder how you think of the wider social policy and welfare system playing a big role in comparison of the two countries’ education policy.

Yang: I know it’s a sensitive button the teacher you mentioned pressed. There are some elements of truth there, but it’s not completely that reason that demotivates British students to be academically successful. 万般皆下品, 唯有读书高. From Ancient times, we have always been thinking that study is the most prestigious stuff to do. Also, look at the rank by Confucius, 士农工商, see, 士 is the first one, scholars, and 商 is the ones who make profits by exchanging products, whose moral standard is really low. So our Chinese traditional history has played a main part, our ancient history ranked knowledge, education, scholars top, and that has been inherited all the way to the modern society now.

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Prof. Therese Hopfenbeck answering audience’s question

The third broad theme explored how the UK and China could better cooperate in the education sector.

Moderator: What kind of cooperation between the UK and China can we expect in the future, in addition to teacher exchange?

Yang: That’s all your people’s work, young people at Oxford and Cambridge and future is yours and tasks are on your shoulder. You have learned English system, when you go back, do bring that knowledge and experience back and make your country better. I am sure you will be doing a fantastic job. Good for you.

Ariel: In addition to teacher exchange, I think it’s really useful to find ways to expose children and young people to other cultures. I was very lucky to be raised in different cultures in different places. One of the most interesting things in the documentary for me was seeing the children being introduced to things like fan dancing, not just to the academics, but cultural experiences, and they seemed to really take to that and I am not surprised. So any exposure to cultural experiences is very useful.

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Final Q&A session

After many intellectual flares, the three panellists shared with the audience in the themed panel discussion, there came the most exciting Q&A session. The audience were free to raise whatever questions which hadn’t been covered.

Audience: I am really fascinated by one of the questions about whether these comparisons between countries are sort of valid at all. I think one issue that hasn’t really been talked about is the nature of teaching professions in different countries and how you go about qualifying to be a teacher, whether the requirements are tough, whether it’s respected to profession society. I was wondering if you could comment whether you think the data, the study and the research exist to make valid comparisons, not necessarily between the UK and China, but between countries at all.

Therese: Some would say you cannot use PISA to answer your question because the teachers are not asked anything, there is no questionnaire for teachers, while they will argue that you should rather look at TIMSS, because in TIMSS studies which measure science and mathematics among 13 year-olds and 10 year-olds, they have a teacher questionnaire and teachers are asked about teaching techniques and what they do in education and training. So that could be one respond, but again that study has also been criticised because if you rely on self-reports, what teachers say they do are not necessarily what they actually are doing. So that’s why I love people argue that you need classroom research to really be able to compare.

Ariel: I would add to that also, I mean when you say ‘does the data exist’, there is certainly data on what teachers do that you can compare. So I think to say comparisons in general are not valid apparently, it really depends on what are you looking at, and how well have you defined the question that you are asking in making those comparisons. ‘How good are British teachers are comparing to Chinese teachers’ maybe will not ever be a valid question, but if you look at what they do in classrooms, that data does exist for certain country comparisons certainly, in terms of classroom observations…

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President of the Oxford Chinese Students and Scholars Association, Mr. Zhu Li, presented special gifts to the panellists

Unfortunately, the moderator had to close the discussion because of time limitations and she invited the president of the Oxford Chinese Students and Scholars Association, Mr. Zhu Li, to present special gifts to the panellists. The event was finished with rounds of applause.

This event didn’t only attract British and Chinese students, but also gained tremendous attention and support from Oxford University Department of Education and University of Oxford China Centre. It also appealed a lot of social media including The Xinhua News Agency, Europe Weekly and UK Education Weekly etc. Their reports have had extensive influence and have given rise to a new wave of debates.

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Group picture of participants

Links for related news reports:

http://news.xinhuanet.com/english/2016-03/16/c_135191115.htm

http://en.apdnews.com/xin-hua/358648.html

http://www.china.org.cn/world/Off_the_Wire/2016-03/16/content_38034404.htm

http://www.oushinet.com/news/europe/britain/20160319/224926.html

Links for the video recordings of the event:

http://v.qq.com/boke/page/c/0/0/c0188fpzn10.html

http://v.qq.com/boke/page/p/0/i/p0188fmoxci.html

撰稿:毛艺润

主持:张予曦

摄影:曾至昕,鲁力为

场务:王海容,盛贺阳,纪凯晟,胡鑫南

前期宣传:张蕊茵,刘冰清

总策划:高雅琨,沈青骥,张予曦,陶国炜

 

 

光华教育集团座谈会

牛津中国学联就业部321日讯(文/赵乾凯 图/盛跃文

3月12日下午,光华国际教育集团携手牛津中国学联就业部在St Peter’s College 举行了一次小型的座谈会。座谈会时常大约一小时。光华集团的负责人黄昱首先为大家介绍了公司的基本情况,教学的特色项目,以及此次招聘的岗位。介绍结束之后,在场同学积极地向主讲人提出了问题,现场气氛非常活跃。在场的同学们都收获良多,对出国留学教育这个行业表现出了浓厚的兴趣。

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小型座谈会开始,光华集团的负责人黄昱从认知负荷理论的角度为我们解释了小班化教育的优点。大家认真地听着负责人阐释他们机构的教育理念。

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随后,黄昱为我们介绍了U-Camp 夏令营项目,由光华启迪的老师自己设计项目,许多项目都来自于大学生所做项目的简化,每一位导师都用presentation的形式来展示自己的项目吸引学生,学生根据自己的兴趣来选择自己想要做的project。光华启迪的目标就是为了能够开展实验性的课程,让A-Level的学习变成project-based learning, 更加接近大学的学习方式,让学生们化被动学习为主动学习。

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图为光华教育集团的负责人正在认真聆听在座学生的提问。他们为牛津的同学们详细地解答了各种疑问,包括就职的岗位,每个岗位的任务与职责,以及公司员工的福利和发展。充分展现了一个创业公司团队朝气蓬勃的活力。

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活动结束后,光华教育集团的负责人和学联就业部工作人员在会场合影留念。

 

撰稿人:赵乾凯

摄    影:盛跃文

场    务:李柱、高雅琨、盛跃文、赵乾凯、陈泓霖、陶贝茜、卢晓雨、周应秋

 

国内高校人事招聘团牛津大学招聘会

牛津中国学联就业部11月21日讯(文/苏畅 图/王晓辰)

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11月13日晚,国内高校人事招聘团携手牛津中国学联就业部举办的宣讲会在Trinity College的Danson Room成功召开。国内高校人事招聘团此次来津的高校有中国矿业大学、电子科技大学、 西安电子科技大学和武汉理工大学。其目的旨在大力推广国家青年千人计划和各高校独特的海外国际青年学者引进项目。宣讲会由就业部部长盛跃文主持,活动时长约为2.5个小时。每位高校代表分别介绍了各自高校的基本信息、优势学科以及招聘牛津中国学子的具体项目,并且详细讲解了国家层面补助以外高校特色的人才引进计划和相应提供的科研经费及福利。宣讲环节结束后高校团更是贴心地在现场组成小型高校展览会,方便同学针对不同高校的特点展开提问。在场同学也都非常活跃,有些同学还特别准备了个人简历来向高校团的老师们展示自己的学术潜力。

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宣讲会开场前20分钟,现场就坐满了充满学术热情的同学们。大家在仔细阅读并讨论各高校提供的宣传资料。

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中国矿业大学的主讲人高顶主任由一段精彩的高校宣传短片引出了中国矿业大学的优势平台和海外人才引进策略的详细介绍。

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来自电子科技大学的张川东正在为大家介绍电子科技大学的地理环境优势和学校历史。张川东科长以近期引进的牛津大学优秀博士毕业生为例,讲解了成电能够为青年学者提供的广袤平台。

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西安电子科技大学人才办的李明科长巧妙地以会场“天圆地方”的装修设计切入主题,引经据典地号召牛津学生去历史名城西安发展学术事业。

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武汉理工大学高层次人才服务中心主任闻霄先生正在为同学们解说武汉作为中部特大城市所拥有的强大的科教综合实力。并介绍了武汉理工大学科技工作持续发展的良好势头,鼓励同学们前往安家就业。

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宣讲环节结束后,同学们踊跃提问。西安电子科技大学招生组老师们不仅就问题一一作出详细解答,更是细心地留下学生们的联系资料和反馈信息方便未来的进一步沟通交流。

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武汉理工大学的招生组老师正在仔细阅读学生简历,并不时提问以了解学生的学术潜力,以便提供专业的指点。

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中国矿业大学人才处老师正在详细听取学生情况,体现了国内高校求贤若渴的精神,鼓舞了牛津学生回国为科技进步作出贡献。

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电子科技大学的老师们正在聚精会神地聆听学生提出的问题。热情的老师们不仅详细解答学生提问,还针对每个学生的不同情况予以学术道路上每一步方向性的指点。

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活动结束后,国内高校人事招聘团老师和学联就业部工作人员在会场合影留念。

 

撰稿人:苏畅

主持人:盛跃文

摄 影:王晓辰

场  务:李柱、沈青骥、高雅琨、盛跃文、苏畅、王晓辰

 

HSBC Information and Networking Session – Asia Banking and Capital Financing

牛津中国学联就业部11月1日讯(文/盛跃文 图/黄河福)

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10月27日下午,HSBC Asia Pacific携手牛津中国学联就业部举办的Information and Networking Session在Wadham College圆满结束。现场HSBC主讲人Nishilla McKeogh首先为大家阐述了HSBC在亚太区的具体现状和部门分类,接着为大家介绍了HSBC对求职者的要求、详细解答了实习项目的种类和具体申请流程。同学们在问答环节表现踊跃,Nishilla不禁赞叹牛津学生的热情。活动时长1.5个小时,在场的同学们都表示收获良多,现场气氛非常轻松。

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此行的HSBC主讲人Nishilla McKeogh正在为大家讲解HSBC在亚太区的就业机会和申请方式。

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最近才收到return offer的Shuhe Huang校友,从申请者的角度为大家排忧解难。

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现场的问答环节,同学们都非常积极地就自己感兴趣的方面进行提问和讨论。

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最后,HSBC主讲嘉宾、学联就业部工作人员以及部分同学在会场合影留念。

 

撰稿人:盛跃文

摄    影:黄河福

场    务:高雅琨、盛跃文、沈吴祎、黄河福

 

[Careers Service Workshop] Identifying Employers – Global Companies seeking Mandarin speakers

牛津中国学联就业部11月10日讯(文/邹维安 图/高雅琨)

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11月3日下午,牛津大学Careers Service 携手牛津中国学联举办的招聘宣讲会在牛津Careers Service成功召开。此次宣讲会主要针对母语为普通话的中国人。现场有4家公司代表人,分别来自GradLink China, KPMG, Stroz Friedberg和ACCA。每位宣讲人介绍了本公司的基本信息以及招聘中国人的具体项目,并且分享了一些申请和面试的技巧。同时还有来自ISIS,即国际学生实习计划的宣讲人介绍了最新的通过ISIS而获得的英国签证种类Tier 5。活动时长2个小时,Q&A环节在场同学都非常活跃,并纷纷表示此次宣讲会收获颇多。

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现场人气爆棚,座无虚席。

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来自GradLink China的David Gee正在讲述如何用GradLink网站搜索限定地区、工作领域来找到求职者心仪的工作,并在现场亲自示范。同时David还分享了一些求职技巧,比如通过社交媒体寻找自己的校友从而拓宽自己的networking。

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来自KPMG的Helen Warner正在介绍Mandarin Audit & Deal Advisory Program,并详细描述了两个项目的申请过程,包括普通话申请者需要做30分钟的中文测试,参与competency test等。

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来自Stroz Friedberg的Stephen Downie在介绍公司工作环境,项目申请等信息。Stephen在现场给了一个case study的例子,以此来说明在公司拓展中国市场的过程中非常需要会普通话的本国人。

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来自ACCA的Simon Li正在给大家介绍ACCA的招聘项目。

 

撰稿:邹维安
摄影:高雅琨

 

无锡海外(英国)高层次人才及项目引进牛津宣讲会

牛津中国学联就业部10月27日讯(文/盛跃文 图/盛跃文)

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10月24日下午,无锡驻英人才站携手牛津中国学联就业部举办的宣讲会在St Peter’s College的Miles Room成功召开。无锡驻英人才站此次来津的有组织部长石立涛、宣传部长郭巍和行政主管李静然。其目的旨在大力实施创新驱动战略、围绕建设高科技产业城、深入推进“530”计划,以更大力度吸引海内外高层次人才来锡创新创业、促进科技创新和产业转型升级、加快建设“东方硅谷”、为率先基本实现现代化提供科技和人才支撑。活动时长约为1个小时,同学们在主讲人石立涛简单介绍后踊跃提问以了解更多第一手资料,现场气氛非常轻松。

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行政主管李静然在会场外负责签到工作。

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从伯明翰远道而来的同学在宣传部长郭巍和行政主管李静然的协助下进行签到。image008 image010 image012

此行的主讲嘉宾组织部长石立涛就无锡海外高层次人才及项目引进计划作简单介绍。

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介绍过程中,同学们仔细阅读着会前发放的参考资料。

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现场的问答环节,同学们都非常积极地就自己感兴趣的方面进行提问。

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活动结束后,无锡驻英人才站嘉宾、学联就业部工作人员以及部分同学在会场合影留念。