The Learning Type Of Economic Transition

Economic transition referred in my dissertation means marketization process of late-developed countries including China. Compared with those natural evolved marketization process of developed countries, the transition here is expounded under the influence of plenty theories, experiences as well as regulations about market and marketization, and is called "learning type of economic transition" because of its special form. The purpose of this dissertation is to explain the impacts of external knowledge on economic transition through comprehensively employing all kinds of institutional change theories and combining the constraint conditions of late-developed countries. Following the logic of motivation-target-routine-performance, the dissertation systematically combs studies of economic transition. Though many of present studies have related to the specialty of late-developed countries transition, there are few systematic studies on the particular mechanism from angle of combination of external knowledge and internal constraint.Firstly, the dissertation holds that, every reform is rooted from survival competition under situation of scarcity. The essentiality of competition is pursuing potential benefits, which is the commonness of every institutional change. Owing to special constraint condition, on one hand, the economic transition of late-developed countries is distinctively characterized as learning type; while on the other hand, due to competition and learning motivation, it also takes on a specific form which can be presented as : compared with general institutional change, the economic transition of late-developed countries could be more judgeable and comparatively of high conformity between economic principals because of internal impetus and external pressure resulting from obvious differences between late-developed and developed countries, together with their combination, referred by economic performances of developed countries, the huge potential benefits which may be realized through narrowing distances between different institutions. Therefore, it is easy to come to consensus of changing institution, which greatly increases the possibility of large-scale institutional change occurence.Secondly, the initial conditions of late-developed countries predetermine that the actual learning is generally conducted under dominance of government. But the modification to internal institution ideology directly defines the extent of potential reform, the amount of external institutional knowledge obtained as well as boundaries of common selection in institutional change. Accordingly, the establishment of a target is a result of organical combination of external knowledge and internal constraint. Gradual modification to internal institution ideology determines a dynamic changing process of transition target, which afterwards is widely acknowledged as gradually approaching to a certain final target. What should be pointed out is that modification itself is a result interplayed by accumulation of reform performances, increase of institutional knowledge, and comparison between groups...