2025.05. 23 本文字数：1333，阅读时长大约2.5分钟 作者 | 第一财 经 孙卓 当地时间周四（5月22日），美国国土安全部部长诺姆（Kristi Noem）宣布，美国政府将终止哈佛 大学的国际学生和交流访问者项目（SEVP）认证。这意味着，哈佛大学将无法再招收外国学生，现 有数千留学生必须在转学和离开美国之间选择。 根据最新数据， 目前哈佛共有约6800名国际学生，占总学生人数的27%。 针对国土安全部的声明，哈佛大学称此举"违法"，并表示正在努力为学生提供指导。 "我们全力致力于维护哈佛大学接待国际学生和学者的能力，他们来自140多个国家和地区，为哈佛 大学乃至整个国家做出了巨大的贡献。"哈佛大学媒体关系总监牛顿（Jason Newton）表示，"我 们正在迅速行动，为哈佛社区成员提供指导和支持。这一报复性行动可能对哈佛社区和我们的国家造 成严重损害，并损害哈佛大学的学术和研究使命。" 弦外之音 在过去一个月以来，特朗普政府对哈佛的行动不断升级，他们从该校撤回的联邦资金总额已接近30 亿美元。哈佛大学已就此提起诉讼，预计国土安全部本周的最新行动很快会引发第二次法律挑战。 在宣布取消哈佛录取国 ...

Core Perspective - The article highlights the interdisciplinary approach of Liu Yang, a professor at Chongqing University, who merges science and literature through creative writing and science fiction, emphasizing the connection between the two fields [1][2][3]. Group 1: Background and Career Transition - Liu Yang, originally a condensed matter physics PhD, transitioned from a physics-focused career to a role in the humanities, specifically in creative writing, after being invited to design a sci-fi game world at Southern University of Science and Technology [2]. - His early passion for science fiction influenced his academic path, leading him to write sci-fi novels while conducting scientific research [1][2]. Group 2: Teaching and Research Focus - At Chongqing University, Liu Yang teaches creative writing to students from various disciplines, fostering a dialogue between science and literature [2][3]. - His research includes digital humanities and literary computation, where he analyzes patterns in sci-fi narratives and fractal structures in literature, with findings published in reputable journals [2][3]. Group 3: Contributions to Science Fiction - Liu Yang's novels are characterized as "hard science fiction," integrating scientific knowledge into storytelling, which he describes as "research leftovers" [1][3]. - He believes that the growth of Chinese science fiction reflects the country's technological advancements and the deep integration of science and humanities [3].

Group 1: Overview of New Ventures - The total number of new startups established by university professors/scientists in the U.S. from 1998 to 2023 is 18,647, with an average annual growth of 1,000 startups over the last decade, and a survival rate of nearly 40% for 7,214 companies still operating [1] - A study of 50 U.S. universities revealed that 21 representative institutions accounted for approximately 35% of the total new companies, with nearly 6,200 startups created [3][4] Group 2: Financing and Performance - The 15 sample universities collectively raised over $10 billion, with a median of $3 billion and an average of nearly $6 billion in total financing [12] - The average financing amount per project across these universities exceeds $5 million, with an average of $21 million and a median of $13 million [14] - The top three universities in total financing are the University of California, Berkeley (over $31 billion), California Institute of Technology (over $10.5 billion), and the University of Florida (over $10 billion) [13] Group 3: University Rankings and GDP - The sample universities have a wide range of rankings in the 2025 U.S. News, with the highest being Massachusetts Institute of Technology (2nd), Harvard University (3rd), and Stanford University (4th) [19] - The GDP of the states where these universities are located accounts for about 40% of the total U.S. GDP, with an average GDP of approximately $1.35 trillion [23] Group 4: Technology Transfer Centers - Public universities have an average of 45 dedicated personnel in technology transfer centers, while private universities have an average of 54 [37] - The average performance in terms of new companies per personnel is 7.2, with the highest being Massachusetts Institute of Technology at over 16 [39][42] Group 5: Innovation and Entrepreneurship Culture - The culture of innovation and entrepreneurship is deeply embedded in institutions like MIT, Stanford, and Caltech, which have historical legacies and current leadership that promote entrepreneurial activities [58][60] - Various universities have established programs and initiatives to support entrepreneurship, such as paid internships for graduate students and partnerships with industry experts [51][53] Group 6: Incubation and Acceleration - Universities like MIT and Stanford have multiple incubators and accelerators that support numerous startups, with significant funding and resources provided [83][84] - The University of Florida has two top incubators with a survival rate of nearly 85% for accelerated projects [87] Group 7: Funding Support - Many universities provide internal funding and seek external investments to support early-stage startups, with various types of grants and seed funding available [90][91] - For instance, MIT offers up to $25,000 in non-dilutive seed funding through its Sandbox Innovation Fund [91] Group 8: Entrepreneurship Competitions - Entrepreneurship competitions at universities serve as valuable platforms for startups to gain exposure and funding, with MIT's $100K Entrepreneurship Competition being one of the most notable [108] Group 9: Ecosystem Development - Universities play a crucial role in building networks that connect resources and support for startups, enhancing their chances of success in the market [114][115] - Institutions like Stanford have established technology parks and entrepreneurial networks that facilitate collaboration and funding opportunities [115]

Core Insights - Beijing University of Chemical Technology is undergoing an educational transformation, integrating modern teaching methods and technologies to enhance traditional learning experiences [1][3] - The university has established 256 smart classrooms equipped with advanced technologies such as "Internet + Big Data + Artificial Intelligence," facilitating real-time interaction and resource sharing across campuses [1][2] - The digital intelligent teaching future center features a giant 8-meter curved screen and VR technology, allowing students to experience over 90% of chemical practical scenarios in a virtual environment [2][3] Group 1 - The smart teaching control center acts as the "brain" of the smart teaching system, managing the operation and maintenance of classrooms for over 20,000 faculty and students [2] - Virtual reality technology enhances the learning experience in ideological and political education, making historical events more engaging and accessible [3] - The integration of information technology in education is reshaping the entire talent cultivation process, showcasing the future of education [3]

Group 1 - The core argument emphasizes that innovation is fundamentally driven by talent, highlighting the urgent need to understand the new demands of Chinese modernization on education, technology, and talent [1][2] - The rapid advancement in technology and industrial iteration presents new challenges for innovation, with a significant talent gap of 19 million in fields like intelligent manufacturing and industrial internet, while traditional industries face a surplus of over 35% [1][2] - The global competition for talent has intensified, with developed countries attracting top talent and limiting cooperation with China, leading to a 27% increase in the concentration of top talent in regions with robust innovation ecosystems [2] Group 2 - There is a need to strengthen the autonomous talent cultivation in universities by aligning academic programs with national strategies and industry demands, promoting interdisciplinary studies, and enhancing the quality of engineering education [3] - A new talent development system is proposed, focusing on integrating education and industry, establishing collaborative platforms, and reforming talent evaluation systems to prioritize innovation and practical contributions [4] - A mechanism for a virtuous cycle among education, technology, and talent is essential, emphasizing the need for coordinated policies and resource allocation to achieve high-quality development and technological self-reliance [5]

Core Viewpoint - The article discusses the growth and changes in higher education enrollment across various cities in China, highlighting the trends in undergraduate and vocational student numbers, as well as the implications for future educational strategies and employment opportunities for graduates [1][4][5]. Enrollment Trends - In 2024, 25 out of 27 cities with a GDP exceeding one trillion yuan reported their higher education data, with five cities having over 1.1 million enrolled students: Guangzhou, Zhengzhou, Wuhan, Chengdu, and Chongqing [1][4]. - The total number of undergraduate and vocational students in China reached 38.91 million in 2024, marking a 3.08% increase from 37.75 million in 2023 [4][7]. - The number of new enrollments in 2024 was 1,068,900, with 1,059,400 graduates, indicating a robust educational pipeline [4][7]. City-Specific Insights - Guangzhou remains the leading city in terms of student enrollment, with 1.498 million students in 2024, while Zhengzhou has surpassed Wuhan to become the second-largest city for student enrollment, growing from 783,200 in 2014 to 1.4322 million in 2024, an increase of 82.87% [8][9]. - Wuhan, while experiencing growth, is noted for its strong presence of prestigious universities and a high number of graduate students, totaling 217,600 in 2024 [9][10]. Regional Educational Strategies - The article emphasizes the strategic focus of various regions, particularly in central and western China, on enhancing higher education resources in provincial capitals [9][10]. - Zhengzhou's educational development plan aims to increase the number of local universities from 29 to over 35 by the end of the 14th Five-Year Plan, with a target enrollment of over 450,000 students [10]. Future Projections - The article anticipates that the number of undergraduate students will remain high in the near future, driven by stable birth rates in previous years, although a decline in birth rates starting from 2018 may lead to a turning point in enrollment numbers around 2036 [14][15]. - The focus for future educational development will be on expanding vocational and quality undergraduate education, aligning with national policies and local employment needs [14][16].

Core Points - The Ministry of Education has announced the proposed establishment of 32 new undergraduate institutions, with 23 of them being vocational colleges, indicating a trend towards expanding vocational education in China [1][3][4] - The number of vocational undergraduate institutions in China is set to exceed 80, with the current total at 60, including both public and private institutions [4][5] - The enrollment in vocational undergraduate programs has seen a significant increase, with 8.99 million students enrolled in 2023, marking a 17.82% growth from the previous year [5][6] Group 1: Proposed Institutions - Among the 32 proposed institutions, 4 are medical colleges, and the rest are vocational colleges transitioning from higher vocational schools [3][4] - Notable name changes include New Xiang Medical University becoming Henan Medical University and Nanchang Engineering College becoming Jiangxi Water Resources and Electric Power University [3][4] Group 2: Trends in Vocational Education - The rapid increase in vocational undergraduate institutions reflects a broader trend in vocational education development, with a goal set for vocational undergraduate enrollment to be no less than 10% of higher vocational education enrollment by 2025 [5][6] - Experts suggest that while the expansion of vocational colleges is necessary, it should be approached with caution to avoid misguiding the development of higher vocational education [6][7] Group 3: Educational Focus and Student Guidance - Vocational undergraduate programs emphasize "integration of production and education, school-enterprise cooperation, and combination of work and study," aiming to cultivate technical talents with specific skills [7] - Students are encouraged to consider their strengths and the job market when choosing vocational undergraduate programs, avoiding the misconception that a higher degree guarantees better outcomes [7][8]

Core Insights - The essence of education is being reshaped by the rapid integration of artificial intelligence (AI) into classrooms, prompting discussions on how AI can reconstruct the educational ecosystem and address the challenges posed by technological advancements [1][3] Group 1: AI in Education - Xi'an Jiaotong University has been at the forefront of AI research and application, having established a top talent training program in AI since 2017 and launching the first undergraduate AI program in 2019 [3] - The university emphasizes the need for education to remain human-centered, with AI serving as a tool rather than a dominant force [3] - The future educational framework must be redefined to focus on interest-driven, personalized, socialized, and ecological lifelong learning platforms [5] Group 2: Teaching Practices and AI - A study conducted by a professor at Xiamen University revealed that students still prefer traditional teaching methods over AI interactive approaches, indicating a need to rethink teaching practices in the AI era [5][6] - The integration of AI in education should not compromise the fundamental values of human interaction and critical thinking, which are essential for effective learning [6][7] Group 3: Collaborative Models - Companies like iFlytek are actively developing AI industry colleges to foster a collaborative education model involving government, schools, and enterprises, aiming for deep integration of education, industry, and innovation [5] - iFlytek has established a support system that includes innovation centers and talent development centers tailored to local educational needs [5] Group 4: Cross-Disciplinary Dialogue - The conference featured a roundtable discussion with educators from various disciplines, emphasizing that while AI can assist in many areas, it cannot replace the human elements of trust and empathy in fields like medicine [6][7] - The importance of emotional intelligence and personal growth in education was highlighted, suggesting that AI should enhance rather than replace traditional educational values [6][7] Group 5: Event Highlights - The tenth annual conference included the premiere of a documentary showcasing the stories of teaching innovators over the past decade, illustrating the ongoing journey of educational innovation [9] - The conference also launched the eleventh edition of the national university teaching innovation competition, reflecting the continuous evolution of educational practices [9]

Group 1: Core Collaboration and Technology - The collaboration between the Victorian government and Xiaokongming Group focuses on resource integration and promoting global energy transition and international education [1] - The core project is the "MingLv" energy-saving heating machine, which has a capacity of only 10% of traditional electric boilers and 20% of air-source heat pumps, achieving over 50% savings in initial construction costs and a thermal efficiency of 99.24% [2] - The MingLv heating machine can reduce carbon emissions by approximately 2,128 tons per unit per heating season, equivalent to planting 100,000 mature trees [2] Group 2: Educational Investment and Development - Xiaokongming Group plans to invest 30% of its sales revenue into the construction of a new university, which will focus on energy engineering, environmental science, artificial intelligence, and other cutting-edge disciplines [3] - The Victorian government will support this initiative by providing research funding incentives, including a 43.5% cash rebate on research expenditures [3] Group 3: Market Expansion and Global Strategy - The global layout of the MingLv heating machine is already underway, with plans to enter markets in Australia, New Zealand, and eventually Europe and North America [3] - The collaboration is seen as a model for how Chinese solutions can meet international demands, particularly in the context of the Belt and Road Initiative [4] Group 4: Future Outlook and Economic Impact - The project is expected to generate an annual output value of 3 billion AUD and reduce carbon emissions by over 31.92 million tons, contributing significantly to global climate governance [5] - This partnership represents a key step in Xiaokongming Group's globalization strategy, potentially establishing a new paradigm for Chinese enterprises going abroad through a "technology + education" dual-driven model [5]

5月22日，广州日报数字化研究院（GDI智库）发布"GDI大学一流学科排行榜（2025）"，对全国534所 院校的92个学科（人文社会学科20个、自然科学学科34个、工程学科38个）进行科学评价、排行，范围 涵盖上述学科设有硕士点的全部院校（不含香港特别行政区、澳门特别行政区和台湾地区院校，未涉及 军事类院校）。 GDI大学一流学科排行榜（2025）构建"人才培养""科学研究""学科声誉""二次评估"四维评价体系，坚 持定量评价和定性评价相结合，对相关院校学科发展进行独立、科学评价。榜单坚持分类评价，对人文 社会学科、自然科学学科和工程学科采用不同评价标准，以求更好体现学科特色、反映学科内涵特征， 科学精准地对学科进行差异化评价。 一般认为，我国一所大学的某个学科排名进入全国排名前5，表明该大学这一学科的发展水平已跨入"世 界一流学科"行列或接近"世界一流学科"水平；进入全国排名前25表明已进入"国内一流学科"行列；进 入全国排名前50表明已进入"国内高水平学科"行列。 据此分析统计，"世界一流学科"分布在全国134所院校，其中103所为"双一流"建设高校。在拥有"世界 一流学科"数量上：北京大学有39个，排 ...