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Shengfen Zheng


It has been attracting growing attention of all sectors of society to support social enterprises with social investment. This article focuses on the four much-discussed funding strategies of venture philanthropy, social impact investment, social impact bonds and crowdfunding. For the research, a total of 186 questionnaires were distributed and 92 of them were returned and found valid, with the rate of recovery standing at 49.5%. It is found that among the four strategies, the more heard of, the clearer, but that a strategy is clear does not mean it is readily accepted by the people; and among the companies with the registered name including the wording of social enterprise and those logging in as social enterprises, there is no significant statistical difference in the funding strategy. The result manifests the social enterprises in Taiwan are in the start-up stage, and goes in line with this article’s observation of the funding strategies, i.e., the funding strategy of the social enterprise has a lot to do with its life cycle. On this account, this article holds that we should pay attention to the life cycle of the social enterprises, adopt appropriate funding strategies based on their development stage and build sustainable business modes.

Yina Geng


In the transformation of the Chinese society, the production and continuity of the publicness of social organizations affect the process and direction of social publicness. It is found out in this article through the review of relevant literature at home abroad that about the concept formulation of the publicness of social organizations the academic community has two directions: “what is” and “what ought to be.” The concepts of the publicness of social organizations are mainly classified according to social practices and political discourses. The production modes of the publicness of social organization mainly include the endogenous type and the exogenous type. Scholars believe that the alienation, incompleteness and contradiction in the publicness of social organizations are the main current crises and challenges, which are mainly attributed to the internal and external environments of social organizations. Therefore, scholars have put forward paths for fostering the publicness reproduction of social organizations. Based on the perspectives of different disciplines such as politics and sociology, researchers have adopted different approaches and methods. In the future, more efforts should be made to study the publicness of social organizations in elaborating research topics, deepening theoretical research, promoting qualitative research, and strengthening quantitative research.

Research on Fostering Urban Community Organizations

A Case Study of Community Y in Street D, Beijing

Ying Lan


With continuous expansion of cities, the contradiction between the limited government resources and residents’ diverse needs grows increasingly prominent and the urban government at the primary level faces mounting pressure. It has become an important attempt to address the tough issues of the community and reduce the government pressure to incubate and foster community organizations which help the residents to achieve self-organization, self-management and self-satisfaction. Over recent years, the practice across the country reveals various problems in the fostering of community organizations, like the difficulties in fostering them, the poor sustainability and being more in name than in reality. The article conducts a case study of the success of Community Y in Beijing to illustrate its experiences in fostering community organizations and presents the path for the fostering of such organizations. Proceeding from the residents’ needs, it makes the community organizations into responsible subjects, increases its capacity for resource allocation and thus achieves the objective of democratic governance of the organization.

Dong Wang


Social think tanks play an irreplaceable role in the field of public governance because of their unique objective perspectives and expertise. But there has disproportionately inadequate research into social think tanks. At present, researches and explorations concerning social think tanks are largely mixed with studies on “think tanks,” and there are still no institutes, groups or periodicals which work specifically as platforms through which social think tanks are evaluated, monitored and supported. To effectively address such problems as the direction, methodology, priorities and points of penetration for research on social think tanks, it is necessary to have a comprehensive, systematic understanding of present researches into social think tanks. By conducting searches in the CNKI database, 224 articles were chosen for statistical analysis in seven respects, namely, year of publication, author, organization with which the author works, theme, citation, concentration of research, and journal involved. Based on analysis findings, this paper suggests building a platform by which to evaluate and monitor researches on social think tanks, establishing an echelon-based model of professional training for social think tanks, stepping up development of social think tanks in western China or the remote and poor parts of the country, optimizing mechanisms for the transformation and application of research outcomes of social think tanks, increasing support to weak fields of research on social think tanks, and conducting research into major and difficult problems confronting social think tanks.

Victor M. H. Borden and Gretchen C. Holthaus


The meaning of student success differs according to the goals, interests and roles among prospective students, their parents and extended family, educators, scholars, employers, legislators and other stakeholders. Despite this wide variation, accountability for student success has been mostly equated with readily available measures like degree completion rates, time to degree and credit accumulation. Recently, especially in the United States, where the student assumes a large cost burden for attending college, interest has increased regarding the amount of debt incurred and the employment and wages obtained post-graduation to enable students to pay off that debt. There are many from within and outside the academy who criticize these simplistic measures of student success and seek evidence about how a college education develops students intellectually and morally, preparing them to lead lives as productive citizens and members of the 21st Century workforce. In this article, we review the key concepts of student success that have emerged from the U.S. higher education research literature, as well as major U.S. policy initiatives related to improving student success. The purpose of this analysis is to develop an organizing framework that enables scholars and policy makers to place their work within a broader context as related to the discourse on student success in the early 21st Century, especially within the United States, but with increasingly common elements internationally.

Le Chen


Social Practice (SP) is a type of educational activity with “Chinese characteristic,” and it is widespread and accessible in China’s higher education institutions. This paper explores the features of Social Practice participants and the impacts of these practices on college student learning outcomes with quantitative data collected through the “China College Student Survey” (CCSS) Project. In particular, the paper examines three types of social practices (Academic Social Practice, Professional Social Practice, and Service Social Practice) and their impacts on student self-reported gains in knowledge, skills, and values. The study finds that: a) more than 70% college students have social practice experience, and another 26% intend to participate before graduation; b) engaging in social practice is statistically significantly correlated with self-reported improvement in all kinds of learning outcomes; c) the impact varies by the type of practices and student level of engagement. These findings suggest that it is beneficial for students to engage in social practice during college. Higher education institutions should provide students with opportunities to participate in different types of social practices.

Kelly E. Matthews


Student success is of the upmost importance across the global higher education sector with a wealth of rich scholarship demonstrating the complexity of influences and factors that shape success. This article acknowledges that complexity and focuses on how students perceive, and partner in, shaping notions of their learning success through an analysis of two in-depth case studies. I draw on the theoretical framework of students as partners in learning and teaching. Broader implications are articulated followed by a specific focus on cross-cultural partnership from the perspective of a Chinese student partner. I argue that higher education scholars researching student success and learning outcomes should take seriously the perceptions of students to inform practice and policy, while also partnering with students in our own research to more genuinely comprehend the complexities of student success.

Kenneth Moore


The current research explores links between university productivity and student success in Australia. Interviews were conducted with 15 stakeholders and experts on the topic of higher education productivity. The research uses qualitative methods to identify instances when participants discussed institutional productivity in conjunction with student success factors. Four common themes emerged that linked institutional productivity to student success: “Student experience and engagement,” “attrition, retention and progression,” “cross-subsidies,” and “teaching-research effort.” Findings reveal two feasible options for improving productivity estimation for the education function of universities. Findings also reveal leverage points for intervention to improve student success and productivity. The research highlights where mutual interests lie for managing resources and facilitating better student outcomes.

Adrianna Kezar and Elizabeth Holcombe


While numerous support programs have evolved to support underrepresented students in higher education, these programs are often disconnected from the curriculum and only target one area of student need. Emerging research indicates that integrated programs which combine multiple curricular and co-curricular supports may be a more effective way to support historically underserved students. In this article, we report on one such integrated program in the United States, CSU STEM Collaboratives. We describe how integrated programs benefit students as well as the broader campus community by creating a unified community of support that fosters collaboration and connection.

Umesha Weerakkody and Emeline Jerez


The international higher education market is currently witnessing a fast growth. As a vital component in the sector, international students aspire to be successful in their higher education endeavours. Within this context, student success, already a highly contested term in the field, takes a different outlook when discussed in relation to international students. This paper focuses on the meaning of international student success and the mechanisms through which this concept has been made functional by the higher education sector. Working with definitions of student success, the paper first looks at student success as it means to international students, in line with their distinctive circumstances. In the second half, factors that impact international student success are reviewed in relation to current policy instruments across leading international higher education markets. The paper concludes by pointing out important implications and quality assurance challenges in enhancing the international students’ experience abroad.