Study On Reform Of Public Administration System Of Higher Education In China By Separating The Government From Public Institutions

Public administrative system was the organizational carrier and behavior’s tool oforganizational objectives. Along with the reform of public institutions deepenincreasingly in the fields of the higher education, its reform of the public administrativesystem not only had a great achievement, but also exposed so many problems. Startingwith the problematic consciousness, its dilemmas and orientation were discussed, andthe relationship between government and university was straightening out by separatingthe government from public institutions, which based on its contribution extent forsocial development, quality and quantity of talents and output of humanism.Part I: to account for the research method. Under the discussion of the researchorigin and the meaning, the method was explained systemically. Based on theprocesses-analysis of reform of public institution and reform of public administrationfor higher education in China, according to the experience of the developed countries,its countermeasures were found by the principle of separating government from publicinstitution.Part II: to revel out the basic theories. Based on the concepts of reform of publicinstitution and separating government from public institution, concepts&theory ofreform of public administration system for the higher education in China, therelationship between separating and system reform. Public administration system ofhigher education was comprised by function orientation, organization structure, andpower relationship and operation mechanism. The process of reform for publicinstitution was the proof that separating government from public institution was theoriginal intention and purpose of its classification reform, and just the fundamental foothold of universities. And the basic theory was higher education theory, andfundamental driving theory was co-governance theory.Part III: to tease the reform process. Based on the explaining of historic evolutionof reform of public institution&public administration system of higher education, theirlogic relationship was analyzed in detail. At Planned Economy Period, there were somany problems for public institution, such as: arranged&administered everything bygovernment, undertaken the whole task by finance, no economic accounting, disjointedwith social production department, inefficiency of resource allocation, administrativetendency was serious, etc.. So at Market Economy Period, reform of public institutionwas started from stage i Restoring&exploring, stage ii total developing, stage iiicomprehensive advancing, stage iv classification reform. Separating government frompublic institution was the principal principle of the reform of the public institution,namely to guide by classification reform, the maximum biting force formed between thepublic institution and government was emphasized, and to authorize the publicinstitution more autonomous right. To affect by the reform of the public institution,administrative system of higher education was gone through starting, exploring,breakthrough and consolidating. Separating government from public institution was thenucleus principle for the reform of higher education, namely to find the best integratingpoint; authorize the maximum autonomous right, and to emphasis on the harmoniousrelationship among government, society and university.Part IV: to analysis the current situation. Performance, problems and reasons ofsystem reform were analyzed form the function orientation, power relationship,organization structure, decision system and historic evolution. Above all, the problemswere the fundamental reasons of public administrative system, such as malpositionbetween university and government, change of society requirement, function orientationand organization structuring were dislocation. Three problems were the entire; a slightmove in one part may affect the situation as a whole.Part V: to absorb oversea experience dialectically. Based on triple-modes, such ascentralization of France, decentralization of America and integration of Japan,experiences were absorbed from three angles to combine the practices of China. Thebetter countermeasure was founded that to stay connotative development and linguisticadoption. American enlightenment was to enlarge social participatory todecentralization of authority moderately, French enlightenment was to find the balance between administration and autonomy for university under the traditional administrativemode, Japanese enlightenment was absorb each-country’s experience developed to stayown selves’ traditional culture.Part VI: to choose the solutions reasonably. Based on above analysis, solutions ofsystem reform were found to stay correct reform ideas, stay accurate functionsorientation, construct balanceable power structure, set up scientific decision system,implement sound organization structuring and safeguard efficient operation mechanism.And the administration system of higher education with Chinese characteristics wasconstructed in the academic works of an independent thought. For the reform of publicadministration system of higher education in China, the ideas were to stay governmentalco-ordination for conception of running university, social participatory for conceptionof administration, be supreme of public interest for conception of education and besupreme of quality for conception of study. Under the ideas of university, four basicfunctions must be played, the purpose of imparting knowledge and educating peoplemust be protruded, the sprit of personality development must be inherited, and the modeto service administration must be explicated. The power system comprised by theparticipatory, accountability, administration and scholarship, which performed by themarket, politics, administration and scholarship together, based on the scientific decisivesystem and organization structuring, and the relationship among university&government, university&society and university interior.Meanwhile, system reform was studied; however, the mechanism innovation wasnot discussed. System and mechanism was together to serve for the development ofhigher education. The development was not passive but active, not static but dynamic,not single but comprehensive, not overnight but persistence. And the ways above allintegrated in the connotative development, because it stayed systematic thinking, takenlong-term and short-term interests into consideration together, started from co-operationand harmony, cooperated with speed, quality, scale and benefit. And these were theemphasis of post-studying.