兰德-为创新者创新-组织创新与中国K-12教育改革的案例研究（英）

Innovating for InnovatorsA Case Study of Organizational Innovation and K-12 Educational Reform in ChinaAGNES XIANGZHEN WANGThis document was submitted as a dissertation in March 2025 in partial fulfillment of the requirements of the Frederick S. Pardee Ph.D. in Policy Analysis at the RAND School of Public Policy. The faculty committee that supervised and approved the dissertation consisted of Alice Huguet (chair), Jennifer Bouey, Susan Bush-Mecenas, and Scott Rozelle (external reader).Approved for public release; distribution is unlimited.For more information on this publication, visit www.rand.org/t/RGSDA4497-1.About the RAND School of Public PolicyThe RAND School of Public Policy has specialized in graduate-level policy education since its founding in 1970. The RAND School is home to the Frederick S. Pardee Ph.D. in Policy Analysis, which is the original public policy Ph.D. program in the United States and the only Ph.D. program based at an independent public policy research organization. To learn more about the RAND School of Public Policy, visit www.rand.edu.Published in 2025 by the RAND Corporation, Santa Monica, Calif. is a registered trademark. ii Abstract As global economies shift to meet the demands of technological innovation and artificial intelligence, education systems face increasing pressure to prepare students who are not only academically competent but also adaptable, creative, and capable of driving innovation. In China, where the national strategies place innovation at the center of future development, a paradox has emerged: students consistently perform well on international academic assessments, yet struggle with practical problem-solving, creativity, and well-being—traits essential for thriving in an innovation-driven world. This study draws on qualitative data to examine a well-known private K–12 school in China backed by a major technology company. It explores how the school conceptualizes innovation, implements novel practices, and navigates both opportunities and constraints shaped by China’s evolving education policies. Grounded in organizational innovation theories, the research analyzes how innovation is interpreted and enacted across the school’s culture, pedagogy, and governance. The study addresses three core questions: (1) What cultural frameworks exist at the school, and how does their interplay shape its pursuit of innovation? (2) How does the school balance building on established practices while experimenting with new approaches in curriculum, pedagogy, and technology? (3) What mechanisms and partnerships do the school engage in to support innovation, and to what extent are these practices transferable? Findings reveal that the school’s innovative efforts are shaped by the interaction of entrepreneurial culture and educational mindset, a balance between exploratory experimentation and established practices, state policy shifts, and the leverage of professional development and external partnerships to foster t