Chunfang Zhou

Chunfang ZhouChunfang Zhou, Ph.D., Associate Professor in Department of Planning, Aalborg University (AAU), Denmark. Chunfang has an interdisciplinary and cross-cultural educational background; she finished bachelor degree (Industry Automation and Information Engineering) and master degree (Philosophy of Science and Technology) in China; since 2008, Chunfang has worked in Denmark started by a Ph.D. project on Engineering Creativity in Problem and Project-Based Learning (PBL) at UNESCO Center of PBL at AAU. Chunfang locates her research in area of Science, Technology and Society (STS), with a particular focus on creativity and its relations to innovation process, with interests in diverse domains including digitalization, human-centered design, sustainability, group collaboration, knowledge management, Problem-Based Learning (PBL) and STEM education. Recently, she has done cross-cultural contributions to creativity research , especially by her Individual Independent Research Project Fostering Creativity in Higher Education: A Comparative Study on Pedagogical Strategies of Learning by Projects between Denmark and China, funded by Danish Research Council (2013-2016). Currently she is coordinating Designing, Participation and Facilitation of Problem and Project-Based Learning (PBL) between Northeastern University (NEU), China and AAU, Denmark; she is leading Creativity in Technology Design: Developing a Sino-Danish Research Network for Future Digital Societies, funded by Danish Research Council (2019-2020). Chunfang has authored or co-authored over 80 peer-review publications. Chunfang is member of research group Techno-Anthropology and Participation, member of Danish Center for Health Informatics, member of Chinese Creativity Research Network, and board member of Danish Development Research Network (DDRN).

Publications

Developing Creativity and Learning Design by Information and Communication Technology (ICT) in Developing Contexts
Chunfang Zhou, Aparna Purushothaman. © 2019. 13 pages.
This chapter has two aims: 1) to bridge the link between creativity, learning, information ecology, and community of practice that underpins the theoretical necessity of...
Meeting Gender Gaps in Information and Communication Technology (ICT): How Can Creativity Make a Difference?
Chunfang Zhou. © 2019. 18 pages.
This chapter will bridge theories such as ICT, creativity, learning, and gender in one framework, and particularly focuses on how to meet gender gaps in learning contexts by...
Global Perspectives on Fostering Problem-Based Learning in Chinese Universities
Zhiliang Zhu, Chunfang Zhou. © 2019. 350 pages.
Future generations are being faced with the potential challenge of having to solve professional problems in a hybrid world in which there is no clear boundary between autonomous...
Fostering Problem-Based Learning (PBL) in Chinese Universities for a Creative Society
Chunfang Zhou, Zhiliang Zhu. © 2019. 31 pages.
Recently, building a creative society has been a new vision of China that brings much discussion on how to foster creative talents and how to improve pedagogic models in Chinese...
Fostering Practical Developers in Computer Science Classrooms: A PBL Approach
Yin Zhang. © 2019. 33 pages.
Real-life software development requires practical developers. This chapter discusses the challenges put by real-life software development on computer science education of modern...
Rethinking Environmental Education: Reflections on AAU UNESCO Center Certificate Course of Problem-Based Learning
Fenghua Li. © 2019. 42 pages.
This chapter brings a participatory learning experience on PBL at Aalborg University in Denmark. Based on the inherent wholeness of the human-nature ecosystem, interdisciplinary...
PBL Implementation in Material Science and Engineering Education at Chinese Universities
Xiu Song. © 2019. 29 pages.
Traditional university education with ordinary lectures is changing to more practical and actively student-centered learning systems. Materials science and engineering is...
The Change Towards PBL: Designing and Applying PBL at a Program Level
Fei Wang. © 2019. 24 pages.
This chapter proposes the design of course groups PBL at program level for students from the BSc. programs of Robot Engineering (RE) at Northeastern University (NEU), China. The...
An Elective Course-Based Model for the Change of Traditional Engineering Curriculum Towards PBL in a Chinese University
Xufang Zhang. © 2019. 27 pages.
The chapter presents two PBL models for the change of traditional engineering curriculum based on traditional courses across colleges at the Northeastern University in China. A...
Experience and Reflection on PBL and Implementation of Interdisciplinary-Level PBL Plan
Jingping Song. © 2019. 34 pages.
This chapter introduces the author's own teaching practices, teaching philosophy, and teaching challenges by traditional ways in Northeastern University of China at first....
Facilitating Cross-Cultural Communication: A Global Dimension to Fostering International Talents and Innovation in University Foreign Affairs Management
Mei Li, Zhiliang Zhu. © 2019. 29 pages.
The purpose of this chapter is twofold: 1) to make a brief interpretation of global dimension mainly focusing on the criterion for “international talents” and the requirements...
Developing Engineering Creativity in STEM Programs in Chinese Universities
Chunfang Zhou. © 2019. 21 pages.
This chapter aims to formulate a proposal of developing engineering creativity by problem- and project-based pedagogies in STEM programs in university education in China. It will...
Developing Creativity and Learning Design by Information and Communication Technology (ICT) in Developing Contexts
Chunfang Zhou, Aparna Purushothaman. © 2018. 11 pages.
This chapter has two aims: 1) to bridge the link between creativity, learning, information ecology and community of practice that underpins the theoretical necessity of...
Corporate Social Responsibility (CSR) as a Co-Creative Culture of Sustainability: A Lesson From a Danish Renewable Energy Project
Chunfang Zhou, Kathrin Otrel-Cass, Andrew K. Cass. © 2018. 17 pages.
This chapter aims to address corporative social responsibility (CSR) as a key element of co-creative culture in developing sustainability in practice of regional innovation. This...
Supporting Creative Learning by Information Communication Technology (ICT) in Project Teams
Chunfang Zhou. © 2018. 20 pages.
The recent studies have focused on the significance of Information Communication Technology (ICT) in developing creativity. This chapter regards creativity as a way of shaping...
Handbook of Research on Creative Problem-Solving Skill Development in Higher Education
Chunfang Zhou. © 2017. 632 pages.
Developing students’ creative problem-solving skills is paramount to today’s teachers, due to the exponentially growing demand for cognitive plasticity and critical thinking in...
Fostering Creative Problem Solvers in Higher Education: A Response to Complexity of Societies
Chunfang Zhou. © 2017. 23 pages.
Recent studies have emphasized issues of social emergence based on thinking of societies as complex systems. The complexity of professional practice has been recognized as the...
Going Towards Adaption, Integration, and Co-Creation: A Conclusion to Developing Creative Problem Solving Skills in Higher Education
Chunfang Zhou. © 2017. 8 pages.
As a response to the growing challenges brought about by complexity in professional practice, the collection of chapters in this volume guides an intellectual journey through the...
How Does the Hierarchical Management System Influence the Climate of Creativity in Chinese University Laboratories?
Chunfang Zhou. © 2015. 13 pages.
This chapter aims to investigate how the Chinese hierarchical management system influences the climate of creativity in university laboratories. A questionnaire (Creative Climate...
Integrating Ethics into Engineering Education
Chunfang Zhou, Kathrin Otrel-Cass, Tom Børsen. © 2015. 15 pages.
In this chapter, the authors aim to explore the necessity of teaching ethics as part of engineering education based on the gaps between learning “hard” knowledge and “soft”...