Comparative Study Of Chinese And American Full-time Post-graduate Enrollment System

Full-time post-graduate education is not only an important platform of high-level talents'training, but also important power of promoting the science and technology innovation and industrial reform. Full-time post-graduate enrollment system is an important system of the full-time post-graduate education system. Enrollment system determines the quality and direction of the selectivity of talents, and influences the success of post-graduate education. America is a country with relatively perfect scale and quality of post-graduate education now in the world. American post-graduate education has a long history, which is relatively mature, and the enrollment system is comparatively perfect. Post-graduate education in China started relatively late and grew out of undergraduate admission system approach. It needs improving and is deepening its reform. Conducting the comparative study of America and China's full-time post-graduate enrollment systems is important for us to learn the success of America and explore the approach of reforming and improving the full-time post-graduate enrollment system in our country. This thesis compares the differences of American and China's full-time post-graduate enrollment systems in three aspects, namely the admission philosophy, organization and management, admission standards and methods, and discoveries their characteristics. In the aspect of admission philosophy, America pursues Internationalization and emphasizes on innovation. China persists in domestication and emphasizes on justice. In the aspect of organization and management, there are two obvious differences, namely the differences in the organization and management of entrance examination and enrollment. In the organization and management of entrance examination, America organizes entrance examination several times a year, while China organizes entrance examination only one times a year. American testing agency puts emphasis on the importance of nongovernmental power, while China doesn't emphasize that. In America, members of the testing agencies are experts, while in China, members of testing agencies are officials. In America, the testing agency doesn't participate in enrollment, and the entrance examination and enrollment are separated. In China, the organization and management of entrance examination and enrollment have close connections. In the organization and management of enrollment, America ensures the right of autonomy of universities. The enrollment is finished by universities, and the time and criteria and numbers are determined by universities themselves. In China, the authority of enrollment is in the hand of educational administration. The regulation and criteria and numbers are determined by educational administration. In admission standards and methods, American universities open their doors to students all around the world; the entrance examination is rich in content, abundant in number, and emphasizes the inspection of students'analytical, comprehensive and comparative abilities; the universities persist in using multiple criteria when selecting students; the method of admission is "apply freely, choose mutually". Chinese universities mainly enroll students from China; the entrance examination is not abundant in number, lacking the representativeness of sampling, and emphasizes students'ability of mastering basic knowledge and their intelligence; persists in regarding the written examination marks as the main factor of enrolling a student; the method of admission is mainly "universities choosing students". From the comparisons above, we can conclude that the full-time post-graduate enrollment system of America has its advantages and can be learned by us. This thesis proposes four pieces of advice to deepen the reform of the full-time post-graduate enrollment system of our country. The first is to conduct "Internationalization", and the second is to emphasize on ability when enrolling students. The third is to use multiple criteria, and the forth is to enhance the right of autonomy of universities.