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    Keynote Articles
  • Keynote Articles
    Analysis of the Democratic Centralism Decision-Making Mechanism of Chinese Public Universities
    YAN Fengqiao1; GUAN Peijun2
    2021, 37(10): 1-7. https://doi.org/10.16298/j.cnki.1004-3667.2021.10.01
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    Chinese public universities have three decision-making bodies, and they are communist party committee, council of presidents, and academic committee that are responsible for strategic and important decision, administrative decision and academic decision respectively. The rules of three decision-making bodies differ from one another. But all of them embody democratic and centralism components. This paper integrates theoretical and empirical approaches, analyzes implementation of democratic centralism rule, focuses on impacts of information constraints, human relationship and comparison limitation on decision-making scenario, pinpoints the mismatch of normative structure and behavior structure, and finally proposes effective utilization of value rationality, instrument rationality and communicative rationality.
  • Keynote Articles
    Modernization of University Governance System and Governance Capacity: An Inevitable Choice for the Construction of a High-Quality Higher Education System
    SUI Yifan1,2; WANG Gaigai1
    2021, 37(10): 8-13. https://doi.org/10.16298/j.cnki.1004-3667.2021.10.02
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    In response to the new challenges of the international situation and the new phase of domestic development, “building a high-quality higher education system” has been proposed in the Fifth Plenary Session of the 19th Central Committee of the Communist Party of China as a new goal, requirement and task for higher education. After the two prerequisites being greatly improved(namely the supply of policies and institutions for macro governance of higher education and the supply of material resources necessary for the development of higher education), the modernization of university governance system and governance capacity, which aims at the implementation of higher education, plays a leading and decisive role in the construction of a high-quality higher education system.This paper discusses the essentiality of building a high-quality higher education system, clarifies the logical relationship between the modernization of university governance and the construction of a high-quality higher education system, and extracts the basic elements of the modernization of university governance system and governance capacity on the practical level.
    • Transformational Development of Universities
  • Transformational Development of Universities
    Step Out of the Path Dependence of Universities Transformational Development in China
    WU Daguang1,2,3
    2021, 37(10): 14-20. https://doi.org/10.16298/j.cnki.1004-3667.2021.10.03
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    The transformational development of universities has its inherent logic of generation and evolution. When a country’s higher education system or a university hopes to become the “vane” of higher education development, it generally follows the localization process from “transplantation” to “reconstruction” to “innovation”. “Transplantation” is the process of introduction, “reconstruction” is the process of learning and digestion, “innovation” is the process of localization. Starting from history, this article sorts out the development path of Chinese higher education, reflects on the basic characteristics of the “pattern” of Chinese universities, traces the “grafting” and growth of western higher education models in China, and analyzes the basic rules of the transformational development of Chinese universities. Therefore, completely copying the western university model has been unable to achieve the mission of building a quality higher education system in China, and getting rid of the “path dependence” on western universities as soon as possible is the only way to realize the transformational development of Chinese universities.
  • Transformational Development of Universities
    The Fourth Transition: The Inevitable Choice for Higher Education in China to Become Strong from Large
    LU Caichen
    2021, 37(10): 21-27. https://doi.org/10.16298/j.cnki.1004-3667.2021.10.04
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    According to the different reference system and learning object, modern higher education in China has undergone three historic transformations since its establishment more than 100 years ago. At the moment, no matter from the concept of higher education, the current situation of the transformation of the society as a whole in our country, or from Chinese economic and social development of high quality, and vision of education modernization by 2035, and even from the fourth industrial revolution, and other countries’ stranglehold on our technology, we need to speed up the pace of the fourth transition, which is necessary for higher education in China to become strong from large. We have been students for more than a hundred years, paying tuition for more than a hundred years, it is time to build our own “model” of higher education. The fourth transition of higher education is different from the past and of great historical significance. It is the transformation from learning other countries to “learning oneself”, the transformation of establishing the localization model of Chinese higher education, and the transformation of Chinese higher education from a big country to a strong country. We should seize the opportunity, do a good job in top-level design, and promote the fourth transition actively. To realize the fourth transition, we need to make directional, holistic, and fundamental changes to the current concept, structure, and operation mode of higher education.
  • Transformational Development of Universities
    Three Transformations of Harvard University: The Generated Historical Experience of a World-Class University in the United States
    ZHAO Tingting1; GUO Manrui2
    2021, 37(10): 28-35. https://doi.org/10.16298/j.cnki.1004-3667.2021.10.05
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    The process of transformation of university organization is a kind of fundamental change, and it often occurs in a period of imbalance between the university’s environment and the university’s organizational structure. Since its establishment, Harvard University undergoes transformations to “American university”, “research university” and “world-class university”. It continuously innovates its organizational models and systems, and plays a leading role in universities in the United States and some other countries. Therefore, it studies the historical experience of Harvard University as a world-class university from the perspective of organizational transformation, which has important inspiration and reference value for the construction of China’s world-class university.
  • Transformational Development of Universities
    Transformational Development of Universities and Transformation of Talent Cultivation
    CHEN Wuyuan; LI Guangping
    2021, 37(10): 36-42. https://doi.org/10.16298/j.cnki.1004-3667.2021.10.06
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    The logical main line of transformational development of universities is to give full play to the functions of universities, and talent cultivation is the basic principle that needs to be followed throughout this process. The degree of transformation of talent cultivation is not only one of the signs of transformational development of universities, but also determines the success or failure of transformational development of universities. At present, in order to cope with the unprecedented changes of the century and the requirements of the new era, Chinese universities have put forward the transformation path of high-quality development and internal development. To fundamentally solve the dilemma that the goal of talent cultivation and the transformation of universities have not yet achieved “same frequency resonance”, it is necessary to adopt the following measures, such as “planning scientifically the orientation of talent cultivation to ensure synchronization and coordination with transformation of universities”, “reforming the evaluation and assessment system to promote interaction between teaching and research” and “building an open cultivation mechanism to achieve multiple synergies in nurturing students”. Only by promoting the successful transformation of talent cultivation so can help universities achieve the goal of transformational development.
    • High Quality Development of Higher Education
  • High Quality Development of Higher Education
    Quality Governance of Undergraduate Education in China: System Integration and Collaborative Efficiency
    XUAN Yong1,2
    2021, 37(10): 43-51. https://doi.org/10.16298/j.cnki.1004-3667.2021.10.07
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    The biggest problem faced by the reform of undergraduate education and teaching in China is the “obstruction from middle level” phenomenon in the top-down education and teaching reform. The policies formulated by upper level have not been effectively transmitted to the grass-roots level, so as to change the behavior of teachers and students, and lead to the diminished effectiveness of reform. The most fundamental reason is the fragmentation of the reform. Therefore, it is proposed that the system integration, coordination and efficiency of the talent cultivation system will be the focus of the reform of undergraduate education and teaching in the future. In the process of modernization of national governance system and governance ability, this paper attempts to construct a quality management system for talent cultivation from the perspective of talent cultivation quality governance, with the help of engineering thinking, systems theory and cybernetics methods. Through precise measures, the responsibilities of the stakeholders of talent cultivation in colleges and universities are clarified, so as to realize the system integration and coordination of the talent cultivation system.
  • High Quality Development of Higher Education
    On the Construction of High-Quality Teacher Education System
    ZHAO Ying1; ZHU Xudong2
    2021, 37(10): 52-57. https://doi.org/10.16298/j.cnki.1004-3667.2021.10.08
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    The teacher education system is the unity of teacher education institutions and the systems that ensure the smooth operation of these institutions. It consists of teacher education governance system, teacher pre-service training system, teacher post-service training system, and teacher education academic system. The basic characteristics of high-quality teacher education system are embodied in modernization, specialization, highly educated, integration, and synergy. To construct high-quality teacher education system, it is necessary to optimize and adjust the supply structure of teacher education institutions, academic qualifications supply structure, and system supply structure, and establish teacher education big data system that supports quality improvement.
  • High Quality Development of Higher Education
    Research on the Framework and Approaches of Internal Quality Assurance in Higher Education Institute in the Context of the New Round of Undergraduate Teaching Audit
    HAO Li; FENG Xiaoyun; ZHU Zhiwu; ZHANG Changling
    2021, 37(10): 58-66. https://doi.org/10.16298/j.cnki.1004-3667.2021.10.09
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    The new round of undergraduate teaching audit not only respects the diversified development needs of universities, but also emphasizes the responsibility of quality construction and ability of continuous quality improvement. Starting from the three issues of whether the quality assurance(QA) can improve the quality, what are the differences between the views on QA from administrators and teachers, and how to connect the internal and external QA, this paper points out that the starting point of internal quality assurance should be transformative learning. Further, we propose the general framework of internal QA that can support the quality development effectively. Eventually, the basic guidelines and implementation approaches of the proposed internal QA framework are presented.
    • Curriculum and Teaching Reform
  • Curriculum and Teaching Reform
    University “Online Deep Teaching”: Connotation, Current Situation and Influence Mechanism
    LV Linhai
    2021, 37(10): 67-73. https://doi.org/10.16298/j.cnki.1004-3667.2021.10.10
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    We needs to go beyond “technology view” and move towards “learning view”, for getting the quality cognition of “online teaching”. Based on the perspective of “deep learning”, the connotation and characteristics of “online deep teaching” can be constructed. Moreover, the research on its influence mechanism can be carried out from two dimensions of “concept” and “environment”. Through the questionnaire survey of “online teaching” in L University in 2020, we can get the following conclusions. The overall situation of “online deep teaching” of university teachers is good; the individual “concept” factors have a significant impact on “online deep teaching”, especially the “student concept” is a “more bottom influencing factor”; “environment” factors will also have a significant impact on “online deep teaching”, but the impact is different; teachers’ daily teaching professional development activities do not have the “actual” impact that “online deep teaching” should have. Therefore, we should pay attention to teachers’ “willingness of teaching reform”, encourage teachers to ask about their own “view of subject education”, and pay attention to the “quality” building of online teaching environment.
    • College Entrance Examination Reform
  • College Entrance Examination Reform
    Analysis of the Impact of the New College Entrance Examination Reform on the Student Quality of Various Majors: An Empirical Study Based on the Enrollment Data of Universities in Zhejiang Province
    JIN Honghao; ZHANG Wenjie
    2021, 37(10): 74-80. https://doi.org/10.16298/j.cnki.1004-3667.2021.10.11
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    College matching mechanism is not only an important part of the college entrance examination(CEE) system, but also one of the key points of the new round of CEE reform. In order to give students more autonomy in college choice, the CEE reform has reshaped the enrollment mechanism from multi-dimensional aspects such as admission unit, subject requirements, application quantity and major selection. This policy has a profound impact on the admission situation and the quality of students in universities. In this context, based on the CEE admission data of Zhejiang Province from 2016 to 2018, this study explores the impact of the CEE reform on the enrollment quality of various majors. The empirical analysis shows that the enrollment quality of economics, computer and medical majors has increased after the reform of the CEE. The reason is that the reform of the CEE has released and satisfied students' preference for major. In contrast, the enrollment quality of engineering majors such as civil engineering, material engineering, electrical engineering, energy engineering and mechanical engineering has declined. Based on the heterogeneity analysis of college selection, it is found that the fluctuation of enrollment quality of various majors is mainly reflected in non “Double First-Class” construction universities.
    • Academic Degree and Graduate Education
  • Academic Degree and Graduate Education
    How Does Internship “Empower” Professional Master’s Students: Based on the Survey of Graduate Student Satisfaction
    WANG Chuanyi; LI Fulin
    2021, 37(10): 81-87. https://doi.org/10.16298/j.cnki.1004-3667.2021.10.12
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    Professional internship is an effective way to improve the practical innovation ability and professional quality of professional degree master students. Based on the data consisted of more than 40 000 master students with professional degrees, this study empirically explored the impact of internship on their practical innovation ability and professional quality. The study found that, internship has a significant positive impact on the practical innovation ability and professional quality of professional degree master students. Compared with cognitive internship, supervised internship and post internship play a more important role. The promotion effect is also different due to discipline differences. In the field of hard disciplines, the promotion effect of post internship on practical innovation ability is less than that of supervised internship, and in the field of soft disciplines, the promotion effect of supervised internship on practical innovation ability and professional quality is less than that of post internship.
  • Academic Degree and Graduate Education
    The Establishment and Adjustment of Professional Degree Graduate Education Categories, Projects and Scales: Practical Experiences and Suggestions from South Korea
    REN Zheng1; JOO Wonjong2
    2021, 37(10): 88-94. https://doi.org/10.16298/j.cnki.1004-3667.2021.10.13
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    In order to cultivate high value-added talents in vocational fields, the South Korean government attaches great importance to the construction of professional degree graduate education, so as to meet the needs of the labor market and provide sufficient human capital for the development of the country. By systematically arranging the history of the establishment and adjustment of professional degree graduate education categories, projects and scales in South Korea, and starting from the two key elements of driving mechanism and framework features. This study analyzes and concludes that the driving mechanism lies in the process of mutual game, adjustment and cooperation between the government, the market, and universities. The characteristics of the establishment and adjustment of the framework are legally standardized, relatively autonomous, and dynamic and flexible. This provides a useful reference for promoting the standardized, independent, dynamic and characteristic development of professional degree graduate education in China.
    • Higher Vocational Education
  • Higher Vocational Education
    The Order Restriction of Cooperative Governance: Legal Framework of School-Enterprise Cooperation in Higher Vocational Education
    ZHOU Chunguang; YANG Kun
    2021, 37(10): 95-101. https://doi.org/10.16298/j.cnki.1004-3667.2021.10.14
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    School-enterprise cooperation is an important way to cultivate high-quality skilled talents in higher vocational education. In reality, many school-enterprise cooperation is still in the shallow stage. How to deepen the school-enterprise cooperation in higher vocational education has become an urgent problem to be solved. In essence, school-enterprise cooperation is a kind of typical cooperative governance practice, in which both sides of school and enterprise cooperate to formulate management, rules and regulations in personnel training. It can realize responsibility sharing, benefit sharing and power coordination. According to the theory of cooperative governance, deepening the school-enterprise cooperation in higher vocational education is inseparable from improving the relevant laws and regulations system. In order to solve the legal dilemma of school-enterprise cooperation in higher vocational education in terms of cooperation willingness, cooperation risk and cooperation guarantee, it is proposed to further construct the diversified incentive system of school-enterprise cooperation, clarify the legal nature of the cooperation relationship, and specify the legal responsibility.
  • Higher Vocational Education
    Research on the Evaluation and Confirmation Policy of “Double-Typed Qualities” Teachers in Higher Vocational Colleges
    ZENG Saiyang1; LU Sha2; AI Qiaozhen2
    2021, 37(10): 102-108. https://doi.org/10.16298/j.cnki.1004-3667.2021.10.15
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    Improving the evaluation and certification standards for “double-typed qualities” teachers is of great significance to deepening the reform of education evaluation in the new era and promoting the high-quality development of vocational education. The article collates and analyzes the policy texts of “double-typed qualities” teachers evaluation and accreditation in 6 provinces, and finds that the policy elements of the provincial-level “double-typed qualities” teachers evaluation and accreditation policy relatively complete, policy objectives tend to be clear, certification scope is wide, teacher job certification classification, evaluation certification standards are more diversified. At the same time, the threshold of “double-typed qualities” teachers evaluation certification standards set in some regions is too low, and the certification and evaluation subject is relatively single, supervision mechanism is imperfect and so on. In the future, it is necessary to improve the national, provincial and college level “double-typed qualities” teachers identification methods, build an evaluation and identification system involving multiple subjects of education administration, enterprises, industries, and higher vocational colleges, and set up scientific and reasonable evaluation and identification standards and at the same time establish a sound and effective supervision mechanism to maximize the effect of the policy.