Research On The Phenomenon Of Demonstration In Newly Established Undergraduate Colleges Transformation

The transformation of newly-built undergraduate colleges is one of the major measures for the reform of higher education in the 21 st century.The education resources in H province are relatively scarce,and the number of newly-built undergraduate colleges is the highest in the country.In 2015,on the basis of three-year pilot project exploration,H province selected 10 participating demonstration and application technical universities from the 12 transitional pilot institutions.The transitions have earlier presented a "demonstration phenomenon." This study will focus on the “demonstration phenomenon”.Based on the theory of demonstrative mechanisms in the field of public policy,a multi-case comparison approach will be adopted,focusing on the transformation of the 10 colleges and universities selected for “exemplary application technology type undergraduate colleges and universities” in the province.Dimensions of "universal comparison".At the same time,Zhejiang Province and Fujian Province,which have also implemented the application of “model schools”,were selected to carry out “individualized comparisons” with H provinces,highlighting the particularity of the “demonstration phenomenon” of H province transition.In order to explore the context and the effect of this phenomenon,through the phenomenon of excavation of the real hidden troubles of demonstration fractures,to reflect on the inherent causes of "demonstration" vulnerability and make recommendations.By combing the policy literature and related data and comparing them,we can see that the formation of the “demonstration phenomenon” in H province has undergone two stages: the progressive typical test and the pilot “examination” recognition.The piloting work in the three provinces was triggered by a combination of spontaneous and competing models.However,the particularity of H is that the pilot quotas are exclusive and carry more policy dividends.The percentage of pilot institutions that obtained “exclusive” accreditation was higher than other provinces.H province has yet to further advance the transition to the follow-up phase of demonstration “legitimate” recognition and organizational diffusion.According to H Province's "major evaluation indicators for the construction of model schools," all 10 "model schools" have clearly established the application-oriented orientation and goals of education,and basically meet the conditions for the construction of application-oriented technical colleges.The production-learning-research cooperation training model has achieved initial results.The structure and quality of the teaching staff have been improved,and the discipline-professionals have been vigorously adjusted to the local service orientation.The transformation has achieved certain results,but many of the indicators are still unqualified and have a certain gap with the national average.Through further interviews and in-depth understanding,combined with the overall transformation of newly established undergraduate colleges throughout the country,it was found that the “demonstration phenomenon” may cause real hidden troubles such as “pseudo-demonstration”,“pilot replacement of the whole”,and “administrative-guided Matthew effect”.Reflecting on the “demonstration phenomenon” of transition,it is believed that the vulnerability of resource-driven “demonstration”,universities and government as a community of interests,and the fragmentation of collective behavior are the deep reasons that cause real concerns.Careful treatment of the “demonstration phenomenon” in the transformation of newly-built undergraduate colleges must resolutely overcome individualism,dogmatism,and formalism,mobilize the overall transformational vigor of the system,return the pilot demonstration work to real organizational innovation,and guard against “labeling” performance projects.It will help to better prevent and respond to problems that may arise in the next stage of transformation and promotion work,and reflect on the traditional path of higher education reform in China.