Popularization Of Higher Education, The Growth Target

It is the theory of massification of higher education that holds an absolutely dominant position and has been put into effect and then has an overwhelming influence over the higher education in China within the minimum of time after the establishment of the policy of Reform and Opening. There exist a considerable number of controversies upon western theory of mass higher education whose practice has both positive and negative consequences. Even so, the theory of massification of higher education, which derived from the variation of western theory of mass higher education, was considered as a norm, and massification of higher education served as strategy choice, direction of guiding in policy, and pursuing goal. There are plenty of divergences concerning the theory and its corresponding consequence which will have far-reaching influence over the henceforth reforms of higher education. The divergence on the importance of quality or quantity, and on the extensive development or intensive development, centers on the recent issues and short-term countermeasures instead of being put against the background of the macro-history and long-term objective and ultimate mission, where the leitmotiv, objective, principal axis and coordinate are all concerned about the evolution of higher education. Absence of the evolution notion on higher education is the cause which results in the disorder in the theories of massification and difficulties in practice. The notion of evolution of higher education is closely associated with the tradition of Chinese higher education culture, educational biology, institutions and systems, and the practical circumstances, which comprises the exterior and interior goal, the former helps more and more people receive qualified higher education, and the latter concentrates on the promotion of education institutions, systems and qualification, and the innovation of education ideas in the education of modernization country. It attempts to break away from the exterior significance transplanted from economics and institute the interior norm. The dissertation is addressed to the massification as the landmark of evolution in higher education.Proposing the issues and points, re-explaining the theory and defining its corresponding"issue fields", the dissertation falls into five parts as follows.The introduction briefly discusses the background of the issues, that is, the dilemma of both the theory and practice of the massification theory in higher education, and then clarifies multi-perspective meaning of'higher education evolution'in the aspect of exterior, institutions and notions. It puts forward the theme that the massification of higher education ought to be brought into the perspective of its development so as to explore the issues of higher education in China and realize its modernization. It briefly talks about the theories, significance, research objective and methodology.Chapter One traces the process that theories evolved into policy, and then put into effect, analyzes the abnormality and variation of the theory of mass higher education featuring the enlargement in quantity and lacking in evolution. The so-called massification intensifies the conflict between the elementary education who aims at cultivating elite, and higher education which contains mass education as main part. In addition, it causes disorder in classification and orientation of universities, the educational unemployment, and the decrease in educational qualification. The seemingly prosperous higher education delays the urgent reform in managerial system, recruiting system, specialty structure, teaching qualification assessment, and personnel management. The intensive development turns out to be the dominant discourse, which served as one of the measurements of enlarging in quantity; it also indicates the passive transplanting the developing economics in the research of higher education, which reflects the lack of the innovation in theory. The whole theory of higher education development constitutes the research paradigm of modern countries; likewise, the intensive development cannot cover the fundamental issue, that is, the evolution. Thus, it is the need of theory and practice to establish the notion whose aim is the evolution. It requires the awareness of issues on the basis of national conditions, the value orientation with the characteristics of nations, and surpassing perspective which gets rid of self-limits.Chapter Two re-explains the theory of massification of higher education. The immoderate explanation of text leads to the transformation from the theory of mass higher education to the theory of massification of higher education considering the practical need, that is, we give too much prominence to the theory of mass higher education and overlook the opposite side of the doctrine in the phase of higher education; we give too much prominence to the role of Martin Trow's theory of mass higher education, which then evolves into the theory of the massification in higher education; we give too much prominence to mass higher education in the western theory of massification in education and leave out the fact that the phase of mass higher education is the extinction of popularization of the whole education. The grand narrative of higher education leads to the unique context of massification, which indicates that we further transplant western way of thinking of grand narrative. The theory of mass higher education is the outcome of American higher education research tendency, especially pragmatic educational theory of national development. The two philosophical views of John S.Brubacher's provide the epistemology foundation of the theory of mass higher education. From the perspective of evolution, Trow's doctrine of higher education phase makes up a theoretical model of the evolution of higher education which focuses on the change of the quality along with the change of the quantity, reveals the changeable character of interactivities between higher education and society, and constitutes the destructive power of elite education.Chapter Three expounds different issue field in the front of the massification in higher education of China by comparing the issues of massification in Chinese and American educationevolution. American higher education is oriented by market and has unique functions and structures. And it has neither a general norm which maintains and monitors the whole system of higher education nor a general academic standard which is indispensable to the whole system. It forms the organizations and structures adapting to mass higher education before the stage of mass higher education. As a result, it is worthwhile to ponder over the universal value of American higher education model based on its unique characteristics. Similarly, the characteristics of higher education in China are the foundation of speculation on the evolution of higher education in China. Higher education in China is a government-controlled model, and state-owned education plays a dominant role. There is a shortage of additional funds except government finances. Private higher education is not developed. In Chinese tradition, the goal of higher education is to cultivate the elite, and nowadays, in Chinese society the social status is determined by diplomas. Hence, the tradition refrains from the massification of higher education. It is necessary to evolution of Chinese higher education in accordance with the national characteristics by reconstructing the issue fields in the study of higher education, rebuilding the spirits of university, establishing the research discourse of higher education study, and speeding up the reform of managerial system in the higher education.Chapter Four explores the essential measures of the evolution of Chinese higher education at the moment of massification of higher education. Firstly, we should exceed the substitute and attachment theory and realize the historic transition from others'massification to _massification of ourselves. Secondly, we are supposed to overcome the laziness in developing higher education and change the value and quality view of higher education by the means of innovation of massification. Thirdly, we should introduce the new system of running school, dividing levels, recruiting, learning and designing curriculum of universities. At last, we ought to alter the administration power-oriented phenomena from the relation between academic powers with official ones; we maintain that government should take measures under certain circumstances and should not under other circumstances and that the socialization of assessment and quality monitoring is one of the directions of educational system.