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Higher education reforms in post-Mao China (1978-1988).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Higher education reforms in post-Mao China (1978-1988)./
作者:	Zhou, Nanzhao.
面頁冊數:	1 online resource (310 pages)
附註:	Source: Dissertations Abstracts International, Volume: 52-01, Section: A.
Contained By:	Dissertations Abstracts International52-01A.
標題:	Higher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9013116click for full text (PQDT)
ISBN:	9798207383750

Higher education reforms in post-Mao China (1978-1988).
Zhou, Nanzhao.

Higher education reforms in post-Mao China (1978-1988). - 1 online resource (310 pages)

Source: Dissertations Abstracts International, Volume: 52-01, Section: A.

Thesis (Ph.D.)--State University of New York at Buffalo, 1989.

Includes bibliographical references

This dissertation examines higher education reforms in China in the context of broad socio-economic changes during 1978-1988. Its purpose is two-fold: to examine major higher education reforms and to investigate how national reform policies are translated into practice at individual universities and colleges. Four major reforms are identified and studied: (1) planned expansion and diversification, (2) transformation of admissions and graduate placement systems, (3) restructuring of academic programs by level and by fields of study, and (4) reform in administration and management. Major results of the study include the following: (1) Socioeconomic and political changes outside the higher education system are much more important than forces inside the system in effecting university reforms in China. (2) In response to the enormous trained manpower needs and social pressure, a high-rate planned expansion was achieved. (3) Diversification was achieved through development of over 1,000 adult higher education institutions as well as proliferation of new programs at formal universities/colleges. (4) The competitive, merit-based college admission remains largely elitist in nature and major reform efforts have been intended to break the established tradition of 'the examination tail wagging the education dog.' (5) The over reliance of graduates' placement on national 'manpower needs forecasting' and planning is most problematic and the general trend of placement reform is to fundamentally change the rigid 'state job assignment' system and effect a market-oriented 'two-way choice' system to better balance demand and supply. (6) Though 2-year programs have accounted for over 35% of total college enrollments, there remains a need for further expansion of short-cycle higher education in certain fields. (7) Reform in administration, which involves the re-distribution of political power, has been much more difficult to effect than all other reforms. Though expansion of university autonomy was claimed years ago, major problems still lie in over tight government control. (8) The reform process itself is very much centralized and the centrally formulated policies are implemented through a 'dual system' of the Party and government/administrative machineries. (9) A basically "top-down" approach was adopted in formulating and implementing reform policies. (10) A divorce is found of state reform policy rhetoric and practices, as illustrated in the long-proposed 'president-responsibility' system, which has been only 'experimented with' in less than 10% of higher education institutions and at none of the three representative institutions under this study. Based on findings of the study, recommendations are made for further reforms and future research efforts in the field. (Abstract shortened with permission of author.).

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798207383750Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Educational reformIndex Terms--Genre/Form:

542853
Electronic books.

Higher education reforms in post-Mao China (1978-1988).
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520 $a This dissertation examines higher education reforms in China in the context of broad socio-economic changes during 1978-1988. Its purpose is two-fold: to examine major higher education reforms and to investigate how national reform policies are translated into practice at individual universities and colleges. Four major reforms are identified and studied: (1) planned expansion and diversification, (2) transformation of admissions and graduate placement systems, (3) restructuring of academic programs by level and by fields of study, and (4) reform in administration and management. Major results of the study include the following: (1) Socioeconomic and political changes outside the higher education system are much more important than forces inside the system in effecting university reforms in China. (2) In response to the enormous trained manpower needs and social pressure, a high-rate planned expansion was achieved. (3) Diversification was achieved through development of over 1,000 adult higher education institutions as well as proliferation of new programs at formal universities/colleges. (4) The competitive, merit-based college admission remains largely elitist in nature and major reform efforts have been intended to break the established tradition of 'the examination tail wagging the education dog.' (5) The over reliance of graduates' placement on national 'manpower needs forecasting' and planning is most problematic and the general trend of placement reform is to fundamentally change the rigid 'state job assignment' system and effect a market-oriented 'two-way choice' system to better balance demand and supply. (6) Though 2-year programs have accounted for over 35% of total college enrollments, there remains a need for further expansion of short-cycle higher education in certain fields. (7) Reform in administration, which involves the re-distribution of political power, has been much more difficult to effect than all other reforms. Though expansion of university autonomy was claimed years ago, major problems still lie in over tight government control. (8) The reform process itself is very much centralized and the centrally formulated policies are implemented through a 'dual system' of the Party and government/administrative machineries. (9) A basically "top-down" approach was adopted in formulating and implementing reform policies. (10) A divorce is found of state reform policy rhetoric and practices, as illustrated in the long-proposed 'president-responsibility' system, which has been only 'experimented with' in less than 10% of higher education institutions and at none of the three representative institutions under this study. Based on findings of the study, recommendations are made for further reforms and future research efforts in the field. (Abstract shortened with permission of author.).
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