The Research Of Institution Change Mechanism Of Humanities Social Science Education

The relationship among people, institution and economic activity (or behavior) is generally being concerned. The core of Institutional Change Theory is to research the interaction between the institution and people's behavior. Since Chinese reform and opening up to the outside world 30 years ago, the transformation from the system of planned economy into the system of market economy enabled its economy to develop rapidly. Our scholars take more account of the institutional effect on economic growth, instead of the relationship between people and institution (change).In recent years, our country has been carrying out a new round of political reform, such as the reform of large ministry, and taking the institutional change into the focus of the work of the government. As it is known to all, human being (the key actor of politicians called by Fligstein or Yao Yang) plays the most important role in the process of institutional change. According to researches by Ruttan etc., the knowledge of humanities and social science possessed by people has a profound and fundamental effect on the institutional change. In modern conditions, an education is undoubtedly one of main approaches of expanding culture and learning knowledge, and the humanities and social science education is the main resource of the knowledge of humanities and social science. Objectively speaking, the progress on the humanities and social science education of our country is not satisfactory. The study on contribution of the humanities and social science education to institutional change lags behind theoretical demand on reforming of political and economic system in our country. Based on requirement of both reality and theory, this paper takes the humanities and social science education as an institutional ability source of institutional actors, and takes the division of work on humanities and social science education as the important factor to institutional change. And we reveal the internal mechanism of institutional change induced by humanities and social science education, and the effects of social division of labor caused by the humanities and social science education in university. Furthermore, we develop theoretical hypotheses of Ruttan and so on and provide a certain theoretical evidence for the development of humanities and social science education in university. In this paper, we analyze the humanities and social science education in university from institutional supply and social division of work to analysis from the insight of the institutional change supplier and the social division of labor, and expect to design a theoretical model that demonstrates the effect of humanities and social science education in university on the institutional change.Firstly, the paper reviews the researches at home and abroad on the institutional change, knowledge of humanities and social science and division of labor from two aspects of institutional change theory and division of labor theory. We argue that the institutional actor and the institutional supply capability play a crucial role in the institutional change, and that the division of labor makes the institutional change deeper continuously. Meanwhile, taking the institutional supply as the mainline, we present the mechanism of the humanities and social science education to the effective supply of institutional change under the actuation of this kind of supply, and analyze the effect of the division of labor to the knowledge construction of institutional actor and society. Thus, we propose a theoretical framework that demonstrates the effect of humanities and social science education in university on the institutional change.Secondly, this paper takes the Institutional Economics as the theoretical basis and holds that the behavioral foundation based on the cost of process of institutional supply depends on the rationality degree of innovation preference, thinking habits and mental model of behavioral main bodies of supplying the institution, and to a certain extent of rationality is also the vital elements to determine the cost of institutional change whether or not to be at least. The supply motivation, the supply way and capability is the most important factor to effect the institutional supply. The humanities and social science education in university resorts to four kinds of effects of institutional change: capability effect, information effect, motive effect and resource allocation effect. Through improving the rationality degree of institutional actors, the effective institutional change can be pushed forward.Thirdly, through applying of the division of labor theory on the educational division, we analyze the interrelation between two of the division, and present the path and way of institutional change promoted by the humanities and social science knowledge in university and the development of education. The educational division of labor makes the social organizational construction further to divide, and provides more carriers of humanities and social science knowledge. Accordingly, there are more quantities of talents of non-technological improvement in social division of labor to make better the knowledge stock and construction of institutional supply, thus to improve the effectiveness of institutional change.Fourthly, using method of regression analysis, we analyze quantitatively the correlation between the humanities and social science education on universities and colleges and institutional change of our country during the period from 1987 to 2004. Statistics show that the teachers and graduates from humanities and social science education have quite an impact on Macro-economic institutional change, supporting the theory analysis.Lastly, according to the result of empirical analysis, aimed at the actual development of humanities and social science education on universities and colleges of our country, we conclude and provide some policy suggestions: strengthening quality oriented education of humanities and social science and advocating the integration of human spirit and science spirit; assuring the essential proportion of humanities and social science education and constructing the spiritual home of Chinese nationality; keeping on promoting the teaching reform of higher education and doing well the subject construction of humanities and social science; reinforcing guidance and creating the atmosphere that all of the society pay attention to the humanities and social science education, etc..