Abstract
<p><span lang="EN-AU"><span style="font-family: TimesNewRomanPSMT; font-size: 9pt; color: #231f20; font-style: normal; font-variant: normal;">This paper presents a teaching innovation that has proved successful in stimulating the in-class<span style="font-family: TimesNewRomanPSMT; font-size: 9pt; color: #231f20; font-style: normal; font-variant: normal;"> participation and learning effectiveness of Asian students. The sample population of the research<span style="font-family: TimesNewRomanPSMT; font-size: 9pt; color: #231f20; font-style: normal; font-variant: normal;"> was the teachers and the students of universities in Taiwan and Mainland China. Convenience<span style="font-family: TimesNewRomanPSMT; font-size: 9pt; color: #231f20; font-style: normal; font-variant: normal;"> sampling was used. Grey Relational Analysis (GRA) was used to explore the feedback of learning<span style="font-family: TimesNewRomanPSMT; font-size: 9pt; color: #231f20; font-style: normal; font-variant: normal;"> course. The research results showed that (1) students in Taiwan and Mainland China both have<span style="font-family: TimesNewRomanPSMT; font-size: 9pt; color: #231f20; font-style: normal; font-variant: normal;"> a good confience in attendance and teamwork projects at the beginning of the course and; (2)<span style="font-family: TimesNewRomanPSMT; font-size: 9pt; color: #231f20; font-style: normal; font-variant: normal;"> Taiwanese students are confient in their own creativity and application ability at the beginning of<span style="font-family: TimesNewRomanPSMT; font-size: 9pt; color: #231f20; font-style: normal; font-variant: normal;"> the course and students from Mainland China have a regular habit of reading relevant marketing<span style="font-family: TimesNewRomanPSMT; font-size: 9pt; color: #231f20; font-style: normal; font-variant: normal;"> books.</span></span></span></span></span></span></span></span><br style="font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-align: -webkit-auto; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px;" /></span></span></p>
Highlights
Practice teaching is the essential supplement to the traditional theory teaching
Providing new answers to the question of how to teach and learn innovation enables higher education institutions to effectively pursue their task to contribute to social economic renewal
IJSR 7 good reasons to be sceptical about teaching innovation and a closely related activity, entrepreneurship
Summary
Providing new answers to the question of how to teach and learn innovation enables higher education institutions to effectively pursue their task to contribute to social economic renewal. Not many higher education institutions do pay attention, or succeed well in performing their societal duties, including their roles in industrial, regional and national innovation systems. We know surprisingly little about the preparation for practice teaching that occurs in the university context, with respect to these more practiceoriented classes (Clift and Brady, 2005). How to strengthen the practical teaching, and to improve the training quality, is an important and urgent task for the undergraduate teaching in higher institutions. From the point of view of the professional characteristics, marketing is a very practical field of study, graduate students of marketing need to have
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