what kinds of students should college education produce

Yumeng.Liu/刘雨蒙Jie.Liu/刘杰

Yunyun.Zhang/张运运Yu.Du/杜宇Baojun.Wang/王宝军

指导老师Rui.Zhao/赵睿

2013年12月26日

Abstract

Wewanttolearnwhatkindsofstudentscollegeeducationshouldproducebyinvestigatingthestudents,teachersandthesocietyandwewillputforwardsomeeffectiverecommendationsforschooltrainingmodeandtheteachingmode.Wedistribute60questionnairestofreshmenandseniorundergraduatestudentsrespectivelyinequalratioandinterviewthehumanresourcesdivision,universityprofessorsandsociallysuccessfulelitetofindoutwhatkindsoftalentsthecountry,thesociety,andtheenterpriseneeds.Bycomparingtheresultsofthequestionnaireandinterview,sixabilitiesshouldbefocusedonstudents’cultivationwhichincludes:Leadership,executivecapability,innovationcapability,entrepreneurialability,abilityofexpression,criticalthinkingskills.Collegeeducationshouldpaymuchattentiontothecultivationofstudents’practicaloperation,providemoreopportunitiesandplatformforthestudents,givethestudentsmoreencouragementandthespaceoffreeplay.

Keywords:Collegeeducation,talents,questionnaire,interview.

1Content

1Introduction.........................................................................................................................3

1.1ResearchBackground...............................................................................................31.2ResearchObjectives.................................................................................................42LiteratureReview................................................................................................................5

2.1TheCoreofUniversityEducationatHomeandAbroad.........................................52.2ClassificationofDomesticandForeignUniversityonTalentsTrainingConcept...63Method.................................................................................................................................7

3.1Questionnaire............................................................................................................73.2Interview...................................................................................................................84ResultsandAnalysis............................................................................................................9

4.1ResultsofQuestionnaire..........................................................................................94.2ResultsofInterview...............................................................................................114.3AnalysisofResults.................................................................................................125Conclusion.........................................................................................................................16References............................................................................................................................17Appendix..............................................................................................................................19

21Introduction

1.1ResearchBackgroundInthebackgroundofpopularizationofhighereducationatpresent,therearequiteafewproblemsinourcountry’scollegeeducation.Inthecaseofthedevelopmentofpresentinstitutionsofhighereducation,onlyfewarequalifiedtotrainelites.Theelite-trainingisnotaccomplishedovernight,butneedslongtermstruggleofinstitutionsofhighereducation.Otherwise,theoveremphasisofeliteeducationwillblockthedevelopmentofcolleges,andeliteeducationhasbecomeaformalitywithoutachievingthestandard.Therefore,someputtoomuchemphasisontheelite-trainingwithoutconsiderationtotheirownsituation.Improvingthelevelandbeingaresearchuniversityhavebecomeatendencythatsomeuniversitiesrunafterblindly.Theycan’tachievethegoalwiththeirbasisandconditionsintheshortrunwhichmakethegoalofcultivatingstudentsunclearandsotheundergraduatesareexperiencingemploymentdifficulty,unfitforahigherpostandunwillingtotakealowerone.Someplacetoomuchemphasisonprofessionaleducationpatterns,withthesingledirectionoftalenttraining.Thepracticethatemphasizesprofessionaleducationandoverlooksthegeneraleducationmakesstudentshaveanarrowscopeofknowledge.Atthesametime,thinkingandvisionislimited(Bi,J.M.,2012).Withknowledgeeducationpromotingstrongly,theneglectofabilityeducationandmoralityeducationoftenmakesthecollegescultivateso-calledtalentswithhighmarkbutlowcapacityandpoorquality(Wang,C.X.,2008).Someuniversitiesexcessivelypayattentiontovocationaleducationandcultivatetalents-bluecollarsandwhitecollarsthatenterprisesandfactoriesneedinthesociety(Zhang,J.L.&Yan,Y.,2010,pp.59-61),whichdeviates

3fromthegoalsofcollegeeducationandmakescollegeeducationloseitsmeaningintheessence.

Withtherapiddevelopmentofeconomicsocietyandscientifictechnology,societydemandsmuchmorethanbefore.Thoughthestategraduallyincreasesinvestmentoncollegeeducation,thedisjointbetweeneducationandsocietyhasbecomemoreevident.Inrecentyears,lowemploymentrateofundergraduates,lowsatisfactionrateofundergraduatesandaseriesofproblemsgraduallyshowup.Theemploymentofourcountryisfacingaseriousimbalance,manycollegestudentsfacewiththedilemmaofunemploymentwhentheygraduate.Whileatthesametime,manyenterprisesarefacingashortageofstate,complainingthattheycan’trecruitoutstandingbusinesstalent(Sun,B.L.,2010,pp.63-66).Facingwiththisresult,weshouldponder,thestudentsthemselvesoraproblemwithcollegeeducation.Whatkindsoftalentscollegeeducationshouldproduce,itneedsforongoingresearchsummarizedintheory,andneedstocontinuetoexploreinpractice.

1.2ResearchObjectivesInourresearch,weneedexplorethreemainproblems:Whatkindsofqualitiesdoesthesocietyneedforthetalentedpeople?Whatqualitiesdoesstudentslackofinpresentcollegeeducationmodel?Howcanweimprovethequalityofcollegestudents?

Fordealingwiththethreeproblems,wedotheresearchfromtwoaspects:Fromtheperspectiveofundergraduates,wewillhelpstudentsrecongnizetheeducationalobjectivesofcolleges,understandthemissiontheyareresponsiblefor,knowthetypesoftalentswhoareappropriatetosocietyandstate.Theyshouldbeawareofthefocusofcollegelifeandrealizewhattheylackincertainqualities.Fromtheperspectiveofcolleges,college

4educatorsshouldrealizewhatkindsoftalentsthatthestateandthesocietyneed.Besides,collegeeducationshouldpayattentiontothetrainingofqualityofstudentsinsomeway,combinecollegeconditionswiththequalitylevelofstudentsandestablishproperconceptandpatternoftalent-trainingbyreflectingtheeducationsystem,comparingmeritsanddemeritsofuniversitytalentstrainingandabsorbingtheessenceandresistingthedarkside.

2LiteratureReview

2.1TheCoreofUniversityEducationatHomeandAbroadWhatkindsofstudentscollegeeducationshouldproduce,therealwaysbeendifferentviews.Accordingtothepurposeandfunctionofuniversityeducation,manyeducationalexpertsanduniversitypresidentshaveputforwardcorrespondingviewsaccordingtotheirownexperienceandresearches.

Throughouttheworldhistoryofhighereducation,accordingtotherequirementsofdifferenttimes,theuniversityfunctionhasdeveloped.Butitscorefunction-personneltraininghasnotchanged.Thepurposeofuniversityeducationistocultivatealearned,ethical,andusefulperson.DerekBok,theUnitedStatesEducator,putsforwardthegoaloftheundergraduateeducation:Getextensiveknowledge.Intermsofdepth,goodataspecificfield;Intermsofbreadth,understandseveraldifferentdisciplines,mastertheaccuratecommunicationabilityandmethod,andultimatelyhavetheabilitytochooseafuturepathinlifeandcareer(Wei,X.2007,pp.45-46).WangChangle(2006,pp.88-93),theassociateprofessoroftheJiangSuuniversity,haveproposedthatuniversityisnotinthenatureofsocialutilitarianismforthepurpose,butwiththedevelopmentofthepeople,peopleofgoodheart,thehumanspiritandcharacterforthepurposeofsublimation.The

5aimofuniversityeducationisnotonlycultivatingthestudents'professionalability,abilitytoadapttosocialdevelopment,butespeciallytotrainthehighqualitytalentsonthebasisofthehealthypersonalities.

2.2ClassificationofDomesticandForeignUniversityonTalentsTrainingConceptFromthestudiedliterature,wesummarizedthedomesticandforeignuniversityoncollegestudents'talentstrainingtarget,planningandthestatusquo,whichcanberoughlydividedintothreecategories.

Inthearticleof“ModernEducationScience”,thefourauthorspointoutthateliteeducationisstillatoppriority,eliteeducationtrainresearchandacademic-typetalent.Thecountry'sdevelopmentneedsagroupofambitious,determinedmatureelite.Meanwhilesummarizingthesixbasiccharacteristicsofthefirst-classcollegeeducation,theeliteeducationconceptoftalenttraining,thehighgradestudents,thecurriculumsystemofgeneraleducation,theresearch-orientedteachingmode,ahighlevelofteachingteamandstricteliminationsystem(Wang,Q.,Zhou,G.,Zhu,Q.C.,&Zhong,H,2009,pp.46-51).SeveraldomesticuniversitieslearnfromthesuccessfulexperienceofAmericanuniversities,takingtheleadinimplementationofgeneraleducation,andhavingachievedsomeresults.PekingUniversityestablish“YuanPeiPlan”experimentalclasses,practicingthecombinationofthetrainingmodeofundergraduatejuniorgeneralandbasiceducationandseniorprofessionaleducationofwidescope(Li,C.Y.,2009).

JiangXiaoming(2005),aBeijingUnionUniversityprofessor,pointoutthatelitetalentisimportantforthedevelopmentofsociety,buttheneedofsocietyisstillsmall.Wenotonlyshouldconstructofhigh-levelfirst-classresearchinstitutions,butalsoweneed

6constructofteaching-oriented,application-orientedcolleges,inordertopopularizepopulareducation.Thestudentsthatsuchschoolstrainednotonlyhaveprofoundtheoriesofscienceandtechnology,butalsohavetechnicalskills.

Onthe“InternationalForumofUniversityPresidents”,HaiWenhe,thevicepresidentofPekingUniversity,andZhuqiongshi,thepresidentofUniversityofScienceandTechnologyofChina,mentionthattheU.S.communitycollegemodel.Thepeoplewhosupportthemputforwardthattheuniversityshouldpromotepracticaleducationvigorouslyinthefuture,promotevocationaleducation,trainmoreblue-collar.Theseblue-collarshavenecessarytheoreticalknowledgeandscientificandculturalfoundation,graspskilledbackbonetechnology,emphasizeonpracticalapplication,attachimportancetopracticetheknowledgelearning,andhaveastrongprofessionalskills(Gao,W.X.,2011,pp.113-114).

Wethinkthateachofthethreemodesofeliteeducation,masseducationoroccupationeducationhasadvantagesanddisadvantagessothattheycannotsatisfytherequirementofthesocietyfortalents.Therefore,howtointegratetheuniversityeducationandsocialneedsisstillaproblemtobesolved.

3Method

Weinvestigatecampusandsocietyrespectively.Thenwewillcomparetwosetsofdatatofindoutabilitiesstudentsshouldbeequippedwith.Inordertodoresearchbetter,wecarryouttwodifferentmethodstotheresearchgroups.

3.1QuestionnaireWedistribute60questionnairestofreshmen,seniorundergraduatestudents

7respectivelyinequalratio.Thisquestionnaireistofindthepromotionstudentsgainedthroughcollegeeducationandtheircognitionofsocialneeds.

Thequestionnaireisdividedintotwoparts:10Multiple-choicesand2nodefiniteanswerquestions.Themultiple-choicesaredesignedtoknowwhetherstudentshavesomeproperqualities;andthenodefiniteanswerquestionsaredesignedtounderstandthecognitiontothesocialneedofstudentgroups.Detailsofthequestionnaireareattachedinappendix.

3.2InterviewInthispart,weinterviewthreerecruitersofmanufacturingenterprisesandonebankrecruiter.Inordertofindoutsocialneeds,wetalkwiththemonthefollowingfiveaspects:

1.Recruitmentprocessofenterprisesorbanks.2.Problemstheymayaskintherecruitmentprocess.3.Purposeofaskingthesequestions.4.Keyfactorstheyemployoneornot.5.Abilitytheymosttakeattentionto.

84ResultsandAnalysis

4.1ResultsofQuestionnaireAccordingtotheanswerstothe10multiple-choices,qualitiesthatcollegestudentsbelievetheyhavearesummarizedinthetablefollowed:

Table1.Resultsofthemultiple-choices

Criticalthinkingability26.67%30.0%28.33%

InformationDecision-makingExpresstechnology

ThefreshmanThegraduateTotal

ability

ability

Innovationability

26.67%33.33%30.00%Executiveability

16.67%20.0%18.33%Learningability

30.0%33.33%31.67%Adaptivecapacity20.0%23.33%21.67%

23.33%30.0%26.67%

ProfessionalPracticalability23.33%33.33%28.33%

ability20.0%26.67%23.33%

ThefreshmanThegraduateTotal

10.0%20.0%15.00%

13.33%60.00%36.67%

Withtheresultsofthecampusresearch,wecanseethatonly21percentofstudentshaveagoodadaptiveability;15percentofthestudentsareequippedwithexecutionability.Students’decision-makingabilityandpracticalcapacityareobviouslyveryweak.Students,seenfromtheresult,lacktheseabilitiesmost.Comparedthefreshmanwiththegraduate,

9wecanknowthat,bycollegeeducation,moststudentsdonotsignificantlyimprovetheirabilitiesexceptlearningability.

Collectingtheanswerstothenodefiniteanswerquestions,wesummarizestudents’cognitionstosocialneedsinthefollowingfigure:

Figure1.Resultsofthenodefiniteanswerquestions

Accordingtothisresult,wecanclearlyknowaboutstudents’cognitionstothesocialsneed,andthen,basedonthis,sortthesequalities.Ontheperspectiveofcollegestudents,collegeshouldpaymoreattentiontodevelopthesequalitiesofstudents:Innovationability,adaptivecapacity,professionalability,andexecutiveability,practicalabilityanddecision-makingabilityarethesecondary.

104.2ResultsofInterviewThebankrecruitersaytheyputforwardsomerequirementsofabilities,suchas:Comprehensiveanalysisability,judgment,logicalthinkingability,andteamworkspirit.Theserequirementsarenotaseasytoqualifiedassomeotherskillswhichhavethecorrespondingcertificates,suchascomputerskillsandEnglishlevel,buttheseaspectsaremostconcernedbyrecruiters.Theyfirstlyconcernabouthowthegraduatefacetheworkpressureandtheirlogicalthinkingabilityotherthantheirprofessionalfoundation.Duetotheparticularityofbankwork,bankrecruitersalsotakesomeattentiontotheapplicantsifheorsheisfocusedoncurrentaffairs,theconsciousnessofactivelearningandthinkingandthepresentationskills.Meantime,theymentionedtheappearanceproblems.Banksmainlyservecustomers,sotheappearanceisalsoveryimportantfactors.

Theordinaryenterpriserecruitmentprocessissimilartobanks,buttheypaymoreattentiontostudents’teamworkandprofessionalism.Enterpriseswanttoknowjobseekers’strongestskills,themostin-depthstudyofknowledge,themostactivepartofthepersonality,themostsuccessfulthingandthemainachievements,etc.Theyalsodesignsomequestionstoknowwhethertheapplicantscanaccuratelyknowtheirself-evaluation

11andwhetherthecandidates'personalityissuitableforthisenterprise.

Recruitersalsomentionedthattheypreferapersonwithcreativeideasorcouragetofacechallenges,buttheevaluationofcomprehensivequalityishardtoevaluate.CraigMundie,Microsoft'schiefresearchandstrategyofficer,alsosays:Firstofall,wehopetobeabletoseeastudentwithinterdisciplinarythinkingability.Interdisciplinarythinkingabilitywillbecomemoreandmoreimportantinthefuture.

4.3AnalysisofResultsConsideredsocialsurvey,wecandrawtheconclusion:Properinstrumentationandconversation,andahealthybodyarepreliminaryqualitiesofstudents;Executionabilityisabasicquality;Teamwork,communicationskills,andabroadknowledgereserveareessentialqualitiestogainsuccess.What’smore,enterprisesalsopayattentiontostudents’self-evaluationandpersonality.

Throughtheinterview,wealsoknowwhatcomprehensivequalityisreferredtoinrecruiters’aspects:Comprehensivequalities,insummary,includeanalysisability,judgment,logicalthinkingability,andawiderangeofknowledge.WhenZhouWei-kun,IBM'schiefadviser,communicateswiththeprincipalofChinaUniversityofPolitical

12Science,hementions:Nowadays,thetalentsshouldhaveaglobalperspectiveandITknowledge.Theyshouldnotonlyhaveadeepprofessionalknowledgetheymajoredbutalsoshouldhaveawiderangeofknowledge.

ComparedSowecandrawtheconclusionthatqualitiesstudentsthinkthesocialneedsarealittledifferentfromwhattheyare,andthecurrentcollegelifedonotreallyraisethesequalities:Executiveability,teamwork,andinnovationability.Atthesametime,studentsarelackintheawarenessofimprovingthemselvesontheabilitiesandreserveofknowledge,andbroadeningtheirhorizon.

Combiningtheaboveinvestigationandgeneralization,inourpointofview,intheprocessoftrainingmouldhigh-qualitytalents,collegesanduniversitiesplaysanindispensablerole.Butwecannotdenythefactthatinthisprocess,therearestillsomeproblemstobesolved.Analyzingtheinvestigationofstudentsandpersonnelmanagementoftheenterprisehigh-levelinterviews,wesummarizethefollowingsuggestions.

Firstofall,thecomprehensivequalityofcollegestudentsshouldbegiventhemostattention.Althoughwefoundafewqualitieswhichcollegestudentsshouldhave,butwemustrealizethatthestudents'comprehensivequalityisthemostimportant.Schoolscannot

13payattentiontocultivatestudents’oneortwoorthreequalities,eithercannotblindlycatertotheneedsoftheenterprises,buttothecultivationofthestudents'variousaspectsqualitycomprehensivebalance.

Secondly,universityeducationshouldalsopayattentiontothestudent’sdevelopmentofexecutingandtheoryofknowledgeandprogressatthesametime.Donotletstudentsonlylimitedtobooksandignoredtheimportanceofpractice.Carryoutmorepracticeofteachingactivities,sothatthestudentscansolveproblemsbythemselves.Itcanalsocontributetostudent’sflexiblemobilityandflexibleabilitywhendealingwithproblems.

Thirdly,theuniversityeducationshouldbegivenmorecollegestudentsself-employmentopportunitiesandplatforms,provideguidanceandauxiliary,supportandencouragecollegestudentstostartabusiness.Schoolcanholdsomesimulationofentrepreneurialteamsports,whichcannotonlyenhancethestudents'pioneeringconsciousnessbutalsoenhancetheteamconsciousnessbetweenthestudents.

Inaddition,universityeducationshouldaimatthecultivationofcollegestudents'innovativethinkingability.Holdinginnovationcompetitionordebate,etc,isgoodwaystoprovidestudentswithfreespacetothink,toexercisetheirinnovationabilityandcritical

14thinkingactivity.

Enteringuniversity,thestudentsshouldalsohaveaclearrecognizetheirownshortcomingsandimprovetheirqualityotherthanbeateaseofuniversitylife.Studentsshouldnotonlypayattentiontoprofessionalknowledge,butmoretowidentheirvisionandimprovingallaspectsofqualities.

Asacollegestudent,firstofall,weshouldhavetheinitiativetorecognizesocialconsciousness,paymoreattentiontothenewsofourcountriesandtheconceptofattentiontocurrentevents,sothatthestudentscanhaveaverygoodacknowledgetothesocietycognition,understandwhatkindofqualityisneededwhengettingintosociety,andtargettoimproveourselves.

Secondly,thestudentsshouldtakeactivepartinthecollegeacademicactivitiesandculturalactivitiesorganizedbytheschool,notonlysatisfiedwiththeircoursegradesimprovement.Themoreyouparticipateinactivitiesandcontactwithothers,thebetteryoucanimproveabilityofteam-workingandcommunicationskills.Participatinginsomeentrepreneurialactivitiesalsocancultivatetheirentrepreneurialabilityanddogoodtohelpstudentstounderstandtherelevantknowledgeofbusinessoperation.

155Conclusion

Seenfromthequestionnaire,weknowcollegestudentsgenerallythinktheirownlackofthefollowingqualities:Innovationability,executiveabilityandadaptiveability.Fromcorporaterecruitersinterview,welearnthathiringisparticularlyfocusedongraduates’communicationability,teamabilityandtheabilitytoexecute;Therefore,webelievethatthecontemporarycollegestudentsgenerallylackofexecutiveabilityandexpressionability.Inlearningtoliveandworkarebothindispensableimportantqualitiesrequired.

Therefore,wecancometotheconclusionthatcollegeeducationshouldfocusontrainingcollegestudentspossessthefollowingsixmostimportantqualities:Leadership,executivecapability,innovationcapability,entrepreneurialability,abilityofexpression,criticalthinkingskills.Therefore,collegeeducationshouldincreasethequalityofthecollegestudentsandmakegreatereffortstocultivatecultureawareness,paymuchattentiontothecultivationofstudents’practicaloperation,providemoreopportunitiesandplatformforthestudents,givethestudentsmoreencouragementandthespaceoffreeplay.Acomprehensive,targetedtrainingpumpingmeasures,makethebiggestofthecomprehensivequalityofcontemporarycollegestudents.

16Reference

Bi,J.M.(2012).TheResearchonUniversitiesAutonomousEnrollmentSystemandElite

EducationinChina.Unpublisheddoctoraldissertation,FujianNormalUniversity,Fujian.

Gao,W.X.(2011,August).Trainingmodereformoflocalcomprehensiveuniversity.

JournalofSocialScienceofJiamusiUniversity,29(4),113-114.

Li,C.Y.(2009,August4).Wanttodoaresponsibleuniversity.ProceedingsofChinese

Society.Beijing:ChineseAcademyofSocialSciencesPress.

Jiang,X.M.(2005).\"Pop\"isnotequalto\"mediocrity\".GuangmingDaily.Beijing:

PropagandaDepartmentofCentralCommitteePress.

Sun,B.L.(2010).Thepurposeandgoalsofcollegeeducation.JournalofDehongTeachers

College,19(4),63-66.

Wang,C.L.(2006).Whatkindsofpurposeshoulduniversityeducationuphold.Forumon

ContemporaryEducation,(01),88-93.

Wang,C.X.(2008,September17).Howtotrainhighlyqualifiedpersonnelintheuniversity.

ChinaWoman(A04ed).Beijing:All-ChinaWomen'sFederationPress.

17Wang,Q.,Zhou,G.,Zhu,Q.C.,&Zhong,H.Thebasiccharacteristicsoffirst-class

undergraduateeducation.ModernEducationScience,(09),46-51.

Wei,X.(2007,May).Outlookontalentsincollegemoveseasily.EducationandVocation,

(13),45-46.

Zhang,J.L.&Yan,Y.(2010).Resolvetheproblemofcollegeorientationfromthe

perspectiveoftalentcultivation.ExploringEducationDevelopment,37(23),59-61.

18Appendix

DetailsofQuestionnaire

Dearstudents:Withtherapiddevelopmentofeconomyandsociety,enhancingtheabilityofcollegestudentsisanimportanttask.Weorganizethisanonymoussurveytoknowaboutstudents’cognitiontosocialneeds.Thesurveywilltakeyouafewminutes,andyouranswerwillbeusedforstatisticalanalysis.Thankyouverymuchforyourparticipation!1、Doyouthinkthatyoucananalyzeandintegratediversityinformationyougained?

AYES2、In

prior

B

NO

can

you

make

an

informed

decision

in

numerous

experience,

recommendations?

AYES

B

NO

3、Doyoufindyourselfexpressingyourowntviewswellthroughoralorwrittenforms?

AYES

B

NO

4、Doyoufeelthatyouarenotbeboundbystereotypesandpastexperience,constantlyimproveyourownstudymethods,andproposenewideas,newmethodsandnewtheories?

AYES

B

NO

195、Doyouthinkyouareabletologicallyargueandanalyzeaquestionfromdifferentlevels?

AYES

B

NO

6、Doyouthinkyoucanmakefulluseofresourcesinaprogram,andreachthefinalgoalwithgoodquality?

AYES

B

NO

7、Doyouthinkthatyouhaveagoodgraspoflearningmethodandahighqualityoflearning?

AYES

B

NO

8、Doyoufeelyourselfcanbewelladaptedtonewenvironmentorbeingoodcontactwithfreshpeople?

AYES

B

NO

9、Doyouthinkyouhaveagoodmasterofprofessionalabilitytomeettheneedofsocialrequirements?

AYES

B

NO

10、Doyouthinkwhatyouhavelearnedcanbeusedtopractice?

20AYESBNO

11、Whatqualitiesdoyouthinkcollegestudentsshouldpossess?

A.InformationtechnologyB.Decision-makingabilityC.ExpressabilityD.InnovationabilityE.CriticalthinkingabilityF.ExecutiveabilityG.LearningabilityH.AdaptivecapacityI.ProfessionalabilityJ.Practicalability

12、Whatabilitiesdoyouthinkpresentcollegestudentslack?

A.InformationtechnologyB.Decision-makingabilityC.ExpressabilityD.InnovationabilityE.CriticalthinkingabilityF.ExecutiveabilityG.LearningabilityH.AdaptivecapacityI.ProfessionalabilityJ.Practicalability

21