The global economic trends and the winds of technological change have elevated the status of integration between industry and education for innovation and entrepreneurship to that of being a national strategic priority of China. However, for a long time prior to that, the many differences between the industrial and educational systems have caused a rift between education for innovation and entrepreneurship and professional education, a profound disconnection between professional education and the local industries, and the subsequent disinterest of entrepreneurial mentors. In this paper, we analyze the status of education for innovation and entrepreneurship in Chinese technical universities. It is pointed out that technical universities should deepen the integration between the industry and education for innovation and entrepreneurship in order to mitigate the imbalance between the supply side of the higher education talent training and the demand side of industrial development. It is also argued that technical universities should change their talent training paradigm, which includes a makeover of the organizational structure and of the curricular system, as well as make amends in the innovation ecosystem with respect to the organization of incubation platforms and of teacher–student teams, in order to promote national and regional economic development, as well as social progress. A method to evaluate the performance of the education for innovation and entrepreneurship in Chinese technical universities, based on specific performance indicators including patents filled, publications, awards in competitions, and acquired funding and on certain non-specific ones including organizational arrangements and satisfaction rates, is presented and then applied to the specific case of the Changzhou Institute of Technology.

There is an increasing realization that industrial, large-scale agriculture can negatively impact both food quality and the environment, and that alternatives should be thoroughly considered. Consisting of various participants with distinct and often competing interests, organic food chains have a dynamic structure. We consider an evolutionary game theory model for the dynamics of an organic supply chain with farmers, their customers and the government as the main stakeholders. After describing stakeholder strategies and constructing appropriate payoff matrices for the interactions between farmers and customers and between farmers and the government, respectively, sufficient conditions for the stability of the equilibria for the associated replicator equations were found. Those conditions were then interpreted in practical terms, the corresponding possible outcomes being determined and numerically illustrated. It was seen that a sustainable shift from a conventional strategy to an organic one requires the efforts of all involved stakeholders. As far as the evolutionary interaction between farmers and customers is concerned, it was seen that the purchasing power and the organic awareness of customers are of the utmost importance for the establishment and diffusion of organic strategies in the supply chain. Furthermore, a situation in which the preferences of farmers and consumers for an organic (or conventional) strategy change periodically may occur. Regarding the evolutionary interaction between farmers and the government, strong support for organic farmers is needed at first, and then the consumption habits and environmental awareness of the consumers can be cultivated. This promotes the establishment, development and enrichment of an organic supply chain which, at a certain point, can persist even without governmental subsidies.

We examine the effectiveness and sustainability of the distance teacher education program established by the University of Education, Winneba, Ghana, by investigating the differences in the academic performance of students who are trained in the teacher education program via traditional and distance education modes, respectively, from 2011 to 2015. Close attention is paid to the factors that affect the academic performance of students in the distance mode. Our findings confirm that traditional mode students perform better than their distance mode counterparts in terms of cumulative GPAs. Gender and economic demographics of distance study centers are found to affect the academic performance of distance education students significantly. The policy implications of these findings are discussed and directions of further action are outlined.