The Case Study of China Construction Bank about Fintech | Chapter 30 | Theoretical Key Issues and Practical Development Trends of China’s Digital Economy

With the combination of finance and technology, more and more financial companies have emerged, more and more technologies have been applied to the financial industry, and the financial technology ecosystem has also begun to take shape. However, under the circumstances of deepening financial openness, increasing risks and a strict supervision environment, China's commercial banks are facing new challenges in the development of the industry. In the financial market, commercial banks as the main body of the market, but also the key to financing, its operation and our country's financial market and the quality of economic development are closely linked. For a long time, China's commercial banks have had some shortcomings in the concept of innovation and innovation ability, as well as weak asset allocation ability and slow updating of product and service varieties. In order to improve their profitability, they must change their business thinking and innovate their business model. Some commercial banks have realized the importance of financial technology in the development of the banking industry, and in order to enhance their competitiveness, they have begun the development and transformation of financial technology. Therefore, standing in the background of the development of financial technology, this paper analyzes the operating mechanism of financial technology in China's commercial banks and discusses the transformation and upgrading of commercial banks through financial technology, which will be helpful to improve the operating conditions of banks, deepen financial services and expand the breadth of services.

Firstly, the article defines the connotation of financial technology, and the boundary between it and other concepts, and then makes an in-depth analysis of the development prospect of financial technology in China and related theoretical mechanisms. And through the case study of China Construction Bank, proves that the rapid development of financial technology has improved the operation of commercial banks and made it become a new economic growth point. Finally, it is of great significance to improve the operating conditions of China's commercial banks through the study of the management concept of commercial banks, the improvement of bank operation methods, and the enhancement of financial technology capabilities.

 

Author (s) Details

Wenbo Lyu
Saxo Fintech Business School, University of Sanya, Sanya, 572000, China.

 

Daliang Gao
Saxo Fintech Business School, University of Sanya, Sanya, 572000, China.

 

Please see the book here:- https://doi.org/10.9734/bpi/mono/978-93-48388-89-6/CH30

Understanding the Connection between Emotional Intelligence and Interpersonal Relations among University Upgrading (Grade V) Teacher Students | Chapter 1 | Current Progress in Arts and Social Studies Research Vol. 1

 

Background and Aim: This paper aims to examine the relationship between emotional intelligence (EI) and interpersonal relations (IR) among upgrading university teacher students at Makerere University (MAK) and Uganda Christian University (UCU). Emotional intelligence helps an individual to understand, use, and manage their own emotions in positive ways to relieve stress, communicate effectively, empathize with others, overcome challenges and defuse conflict. Interpersonal relations are social and emotional interactions between two or more individuals. While the curricula and syllabi in the Teacher Education programmes in Uganda do not clearly show EI as a vital and critical factor, literature shows that EI is responsible for 80% of the success in our lives. IR enables teacher students to perform better, be emotionally well adjusted to perform other activities besides teaching, as well as professionally deal with the community within the school.

Methodology: The study used mixed methodology, DCM SPSS 22 data analysis, a sample of 434 Grade V teacher students randomly sampled for qualitative survey design and 75 purposively selected participants for qualitative design, with the ability model of Emotional Intelligence).

Findings: Overall emotional intelligence was not significantly related to the quality of interpersonal relations (r = .08, p > .05). Similarly, all aspects of emotional intelligence were not significantly related to the quality of interpersonal relations. Qualitative results show that some participants were not clear about the difference between EI and cognitive intelligence. The findings believe that EI is positively correlated to IR. For better IR, one needs a high level of EI. Conclusively, although the quantitative data showed no significance between EI and IR qualitative data indicated results to the contrary. Subsequently, the teaching of EI especially at the university level is new to the education curriculum of Uganda.

Unique Contribution to Theory, Practice and Policy: Most teacher students had not heard of EI. Thus, there is a need to put emphasis on IR at all levels of education and to deliberately include EI in the curriculum. Most previous scholarship on EI did not use mixed methodology. This is the first study to use the ability model of EI, in an educational research using mixed methods. The study recommends more research, teaching and training in EI and IR in the educational fraternity. A clear distinction needs to be made between EI and IR and how these impact human growth, development and learning at all levels of the educational system.  Further research needs to be done using the ability model of EI.

 

Author(s)details:-

 

Helen Christine Amongin Waiswa
Department of Educational, Social and Organizational Psychology, Makerere University, College of Humanities and Social Sciences, School of Psychology, P.O. Box 7062, Kampala, Uganda.

Peter K. Baguma
Department of Educational, Social and Organizational Psychology, Makerere University, College of Humanities and Social Sciences, School of Psychology, P.O. Box 7062, Kampala, Uganda.

 

Joseph Oonyu
Department of Science Education, Makerere University, College of Education and External and Distance Education, Uganda.

 

Please See the book here :- https://doi.org/10.9734/bpi/cpassr/v1/12541F

Understanding the Connection between Emotional Intelligence and Interpersonal Relations among University Upgrading (Grade V) Teacher Students | Chapter 1 | Current Progress in Arts and Social Studies Research Vol. 1

 

Background and Aim: This paper aims to examine the relationship between emotional intelligence (EI) and interpersonal relations (IR) among upgrading university teacher students at Makerere University (MAK) and Uganda Christian University (UCU). Emotional intelligence helps an individual to understand, use, and manage their own emotions in positive ways to relieve stress, communicate effectively, empathize with others, overcome challenges and defuse conflict. Interpersonal relations are social and emotional interactions between two or more individuals. While the curricula and syllabi in the Teacher Education programmes in Uganda do not clearly show EI as a vital and critical factor, literature shows that EI is responsible for 80% of the success in our lives. IR enables teacher students to perform better, be emotionally well adjusted to perform other activities besides teaching, as well as professionally deal with the community within the school.

Methodology: The study used mixed methodology, DCM SPSS 22 data analysis, a sample of 434 Grade V teacher students randomly sampled for qualitative survey design and 75 purposively selected participants for qualitative design, with the ability model of Emotional Intelligence).

Findings: Overall emotional intelligence was not significantly related to the quality of interpersonal relations (r = .08, p > .05). Similarly, all aspects of emotional intelligence were not significantly related to the quality of interpersonal relations. Qualitative results show that some participants were not clear about the difference between EI and cognitive intelligence. The findings believe that EI is positively correlated to IR. For better IR, one needs a high level of EI. Conclusively, although the quantitative data showed no significance between EI and IR qualitative data indicated results to the contrary. Subsequently, the teaching of EI especially at the university level is new to the education curriculum of Uganda.

Unique Contribution to Theory, Practice and Policy: Most teacher students had not heard of EI. Thus, there is a need to put emphasis on IR at all levels of education and to deliberately include EI in the curriculum. Most previous scholarship on EI did not use mixed methodology. This is the first study to use the ability model of EI, in an educational research using mixed methods. The study recommends more research, teaching and training in EI and IR in the educational fraternity. A clear distinction needs to be made between EI and IR and how these impact human growth, development and learning at all levels of the educational system.  Further research needs to be done using the ability model of EI.

 

Author(s) Details:

 

Helen Christine Amongin Waiswa
Department of Educational, Social and Organizational Psychology, Makerere University, College of Humanities and Social Sciences, School of Psychology, P.O. Box 7062, Kampala, Uganda.

Peter K. Baguma
Department of Educational, Social and Organizational Psychology, Makerere University, College of Humanities and Social Sciences, School of Psychology, P.O. Box 7062, Kampala, Uganda.

 

 

Joseph Oonyu
Department of Science Education, Makerere University, College of Education and External and Distance Education, Uganda.

 

 

Please see the book here:  https://doi.org/10.9734/bpi/cpassr/v1/12541F

Understanding the Connection between Emotional Intelligence and Interpersonal Relations among University Upgrading (Grade V) Teacher Students | Chapter 1 | Current Progress in Arts and Social Studies Research Vol. 1

 Background and Aim: This paper aims to examine the relationship between emotional intelligence (EI) and interpersonal relations (IR) among upgrading university teacher students at Makerere University (MAK) and Uganda Christian University (UCU). Emotional intelligence helps an individual to understand, use, and manage their own emotions in positive ways to relieve stress, communicate effectively, empathize with others, overcome challenges and defuse conflict. Interpersonal relations are social and emotional interactions between two or more individuals. While the curricula and syllabi in the Teacher Education programmes in Uganda do not clearly show EI as a vital and critical factor, literature shows that EI is responsible for 80% of the success in our lives. IR enables teacher students to perform better, be emotionally well adjusted to perform other activities besides teaching, as well as professionally deal with the community within the school.

Methodology: The study used mixed methodology, DCM SPSS 22 data analysis, a sample of 434 Grade V teacher students randomly sampled for qualitative survey design and 75 purposively selected participants for qualitative design, with the ability model of Emotional Intelligence).

 

Findings: Overall emotional intelligence was not significantly related to the quality of interpersonal relations (r = .08, p > .05). Similarly, all aspects of emotional intelligence were not significantly related to the quality of interpersonal relations. Qualitative results show that some participants were not clear about the difference between EI and cognitive intelligence. The findings believe that EI is positively correlated to IR. For better IR, one needs a high level of EI. Conclusively, although the quantitative data showed no significance between EI and IR qualitative data indicated results to the contrary. Subsequently, the teaching of EI especially at the university level is new to the education curriculum of Uganda.

 

Unique Contribution to Theory, Practice and Policy: Most teacher students had not heard of EI. Thus, there is a need to put emphasis on IR at all levels of education and to deliberately include EI in the curriculum. Most previous scholarship on EI did not use mixed methodology. This is the first study to use the ability model of EI, in an educational research using mixed methods. The study recommends more research, teaching and training in EI and IR in the educational fraternity. A clear distinction needs to be made between EI and IR and how these impact human growth, development and learning at all levels of the educational system. Further research needs to be done using the ability model of EI.

Author(s) Details:

Helen Christine Amongin Waiswa,
Department of Educational, Social and Organizational Psychology, Makerere University, College of

Humanities and Social Sciences, School of Psychology, P.O. Box 7062 Kampala, Uganda.

 

Peter K. Baguma,
Department of Educational, Social and Organizational Psychology, Makerere University, College of Humanities and Social Sciences, School of Psychology, P.O. Box 7062 Kampala, Uganda.

 

Joseph Oonyu

Department of Science Education, Makerere University, College of Education and External and Distance Education, Uganda.

Please see the link here: https://stm.bookpi.org/CPASSR-V1/article/view/14877