Lock-in Analysis on Risk-taking by the Third-party Education Evaluation Agencies

Yang Chun Sun; Yao Zhang

doi:doi:10.11648/j.sjedu.20190705.11

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Lock-in Analysis on Risk-taking by the Third-party Education Evaluation Agencies

Yang Chun Sun, Yao Zhang

Published in Science Journal of Education (Volume 7, Issue 5)

Received: 17 September 2019 Accepted: 30 September 2019 Published: 15 October 2019

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Abstract

The “moral hazard” of the third-party education evaluation agencies has drawn extensive attention under the separation system of supervision, running and evaluation. The emergence of “moral hazard” is bound to be accompanied by other risks. In fact, the third-party education evaluation agencies will “transfer” risks to the government in order to protect their own interests in the education evaluation. If the risks are solely taken by the government for a long period, the evaluation system will not work well. Introducing the “lock-in” in economics into education field, this paper attempts to clarify the reasons of the third-party education evaluation agencies locking the government and the reasons why the government is willing to be locked by the third-party education evaluation agencies. By using critical discourse analysis, this paper shows that costs and cognitive limitations are the main reasons for lock-in. Accordingly, measures are put forward from the third-party education evaluation agencies and the government, which, to a certain extent, can reduce the degree to which the government is locked in by the third-party education evaluation agencies in order to promote the education evaluation work. This paper is of great significance in laying a solid foundation for further research on how to avoid the “moral hazard” of the third-party education evaluation agencies in the future.

Published in	Science Journal of Education (Volume 7, Issue 5)
DOI	10.11648/j.sjedu.20190705.11
Page(s)	101-106
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

The Third-party Education Evaluation Agencies, Risks, Lock-in

References

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APA Style

Yang Chun Sun, Yao Zhang. (2019). Lock-in Analysis on Risk-taking by the Third-party Education Evaluation Agencies. Science Journal of Education, 7(5), 101-106. https://doi.org/10.11648/j.sjedu.20190705.11

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ACS Style

Yang Chun Sun; Yao Zhang. Lock-in Analysis on Risk-taking by the Third-party Education Evaluation Agencies. Sci. J. Educ. 2019, 7(5), 101-106. doi: 10.11648/j.sjedu.20190705.11

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AMA Style

Yang Chun Sun, Yao Zhang. Lock-in Analysis on Risk-taking by the Third-party Education Evaluation Agencies. Sci J Educ. 2019;7(5):101-106. doi: 10.11648/j.sjedu.20190705.11

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@article{10.11648/j.sjedu.20190705.11,
  author = {Yang Chun Sun and Yao Zhang},
  title = {Lock-in Analysis on Risk-taking by the Third-party Education Evaluation Agencies},
  journal = {Science Journal of Education},
  volume = {7},
  number = {5},
  pages = {101-106},
  doi = {10.11648/j.sjedu.20190705.11},
  url = {https://doi.org/10.11648/j.sjedu.20190705.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20190705.11},
  abstract = {The “moral hazard” of the third-party education evaluation agencies has drawn extensive attention under the separation system of supervision, running and evaluation. The emergence of “moral hazard” is bound to be accompanied by other risks. In fact, the third-party education evaluation agencies will “transfer” risks to the government in order to protect their own interests in the education evaluation. If the risks are solely taken by the government for a long period, the evaluation system will not work well. Introducing the “lock-in” in economics into education field, this paper attempts to clarify the reasons of the third-party education evaluation agencies locking the government and the reasons why the government is willing to be locked by the third-party education evaluation agencies. By using critical discourse analysis, this paper shows that costs and cognitive limitations are the main reasons for lock-in. Accordingly, measures are put forward from the third-party education evaluation agencies and the government, which, to a certain extent, can reduce the degree to which the government is locked in by the third-party education evaluation agencies in order to promote the education evaluation work. This paper is of great significance in laying a solid foundation for further research on how to avoid the “moral hazard” of the third-party education evaluation agencies in the future.},
 year = {2019}
}

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TY  - JOUR
T1  - Lock-in Analysis on Risk-taking by the Third-party Education Evaluation Agencies
AU  - Yang Chun Sun
AU  - Yao Zhang
Y1  - 2019/10/15
PY  - 2019
N1  - https://doi.org/10.11648/j.sjedu.20190705.11
DO  - 10.11648/j.sjedu.20190705.11
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 101
EP  - 106
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20190705.11
AB  - The “moral hazard” of the third-party education evaluation agencies has drawn extensive attention under the separation system of supervision, running and evaluation. The emergence of “moral hazard” is bound to be accompanied by other risks. In fact, the third-party education evaluation agencies will “transfer” risks to the government in order to protect their own interests in the education evaluation. If the risks are solely taken by the government for a long period, the evaluation system will not work well. Introducing the “lock-in” in economics into education field, this paper attempts to clarify the reasons of the third-party education evaluation agencies locking the government and the reasons why the government is willing to be locked by the third-party education evaluation agencies. By using critical discourse analysis, this paper shows that costs and cognitive limitations are the main reasons for lock-in. Accordingly, measures are put forward from the third-party education evaluation agencies and the government, which, to a certain extent, can reduce the degree to which the government is locked in by the third-party education evaluation agencies in order to promote the education evaluation work. This paper is of great significance in laying a solid foundation for further research on how to avoid the “moral hazard” of the third-party education evaluation agencies in the future.
VL  - 7
IS  - 5
ER  -

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Author Information

Yang Chun Sun

Graduate School of Education, Dalian University of Technology, Dalian, China
Yao Zhang

Graduate School of Education, Dalian University of Technology, Dalian, China

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APA Style

Yang Chun Sun, Yao Zhang. (2019). Lock-in Analysis on Risk-taking by the Third-party Education Evaluation Agencies. Science Journal of Education, 7(5), 101-106. https://doi.org/10.11648/j.sjedu.20190705.11

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ACS Style

Yang Chun Sun; Yao Zhang. Lock-in Analysis on Risk-taking by the Third-party Education Evaluation Agencies. Sci. J. Educ. 2019, 7(5), 101-106. doi: 10.11648/j.sjedu.20190705.11

Copy | Download

AMA Style

Yang Chun Sun, Yao Zhang. Lock-in Analysis on Risk-taking by the Third-party Education Evaluation Agencies. Sci J Educ. 2019;7(5):101-106. doi: 10.11648/j.sjedu.20190705.11

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@article{10.11648/j.sjedu.20190705.11,
  author = {Yang Chun Sun and Yao Zhang},
  title = {Lock-in Analysis on Risk-taking by the Third-party Education Evaluation Agencies},
  journal = {Science Journal of Education},
  volume = {7},
  number = {5},
  pages = {101-106},
  doi = {10.11648/j.sjedu.20190705.11},
  url = {https://doi.org/10.11648/j.sjedu.20190705.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20190705.11},
  abstract = {The “moral hazard” of the third-party education evaluation agencies has drawn extensive attention under the separation system of supervision, running and evaluation. The emergence of “moral hazard” is bound to be accompanied by other risks. In fact, the third-party education evaluation agencies will “transfer” risks to the government in order to protect their own interests in the education evaluation. If the risks are solely taken by the government for a long period, the evaluation system will not work well. Introducing the “lock-in” in economics into education field, this paper attempts to clarify the reasons of the third-party education evaluation agencies locking the government and the reasons why the government is willing to be locked by the third-party education evaluation agencies. By using critical discourse analysis, this paper shows that costs and cognitive limitations are the main reasons for lock-in. Accordingly, measures are put forward from the third-party education evaluation agencies and the government, which, to a certain extent, can reduce the degree to which the government is locked in by the third-party education evaluation agencies in order to promote the education evaluation work. This paper is of great significance in laying a solid foundation for further research on how to avoid the “moral hazard” of the third-party education evaluation agencies in the future.},
 year = {2019}
}

Copy | Download

TY  - JOUR
T1  - Lock-in Analysis on Risk-taking by the Third-party Education Evaluation Agencies
AU  - Yang Chun Sun
AU  - Yao Zhang
Y1  - 2019/10/15
PY  - 2019
N1  - https://doi.org/10.11648/j.sjedu.20190705.11
DO  - 10.11648/j.sjedu.20190705.11
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 101
EP  - 106
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20190705.11
AB  - The “moral hazard” of the third-party education evaluation agencies has drawn extensive attention under the separation system of supervision, running and evaluation. The emergence of “moral hazard” is bound to be accompanied by other risks. In fact, the third-party education evaluation agencies will “transfer” risks to the government in order to protect their own interests in the education evaluation. If the risks are solely taken by the government for a long period, the evaluation system will not work well. Introducing the “lock-in” in economics into education field, this paper attempts to clarify the reasons of the third-party education evaluation agencies locking the government and the reasons why the government is willing to be locked by the third-party education evaluation agencies. By using critical discourse analysis, this paper shows that costs and cognitive limitations are the main reasons for lock-in. Accordingly, measures are put forward from the third-party education evaluation agencies and the government, which, to a certain extent, can reduce the degree to which the government is locked in by the third-party education evaluation agencies in order to promote the education evaluation work. This paper is of great significance in laying a solid foundation for further research on how to avoid the “moral hazard” of the third-party education evaluation agencies in the future.
VL  - 7
IS  - 5
ER  -

Copy | Download