The Measurement Of Higher Education Productivity In China And Its Influencing Factors

In recent years,the state has paid more and more attention to the development of higher education.Since the "double first-class" construction was proposed in 2015,"double first-class" has always been the key to the development of colleges and universities.The “double first-class” construction is a major strategic decision made by the state,and it is also another national strategy for the “985 Project” and “211Project” in China's higher education neighborhood.Its proposal also shows that China has put forward new requirements for the development of education and the cultivation of talents.Because the previous studies on the productivity of higher education are limited to productivity measurement and there are few studies on higher education,this paper links the measurement of higher education productivity and the influencing factors on the basis of previous studies,enriching higher education.The research content,and the development of higher education in China,provide guidance for the development of higher education,and provide a feasible reference for the government to develop educational development strategies.Therefore,the research on the measurement of the productivity of higher education in China and its influencing factors have important theoretical and practical significance.This paper mainly studies from three aspects.First of all,starting from the higher education in 30provinces(excluding Tibet),under the background of regional development imbalance,the number of higher education institutions in each province is analyzed,and the reasons for the imbalance of development in higher education regions are analyzed,and divided into three different levels.Higher education resource region;based on the panel data of relevant input and output indicators,the Malmquist index method is used to measure the total factor productivity of higher education in China,and the total factor productivity of three different higher education resource regions is measured.Secondly,it analyzes the main factors affecting the level of total factor productivity of higher education,and conducts descriptive statistical analysis;conducts spatial correlation test on the basis of the data of total factor productivity of higher education;determines the best through LM test and Hausmann test The spatial measurement model and the robustness test of the model.Thirdly,summarize the contents of the first two parts,and the results of the research on the factors affecting the productivity level of higher education,and put forwardreasonable policy recommendations.The results of this paper show that the total factor productivity of higher education in China is growing at an average annual rate of 2.6%,mainly due to technological progress;the development of total factor productivity in different higher education resource areas mainly depends on technological progress,and the contribution of technical efficiency is small;The degree of superiority and inferiority is not proportional to the size of total factor productivity;the level of economic development,the allocation of educational resources,the level of urbanization,the degree of intervention in the city,and the ratio of students to teachers have a significant effect on the level of total factor productivity of higher education in China.The index and the structure of the teacher's title have no significant impact on it.Among them,the level of urbanization is positively correlated with the productivity level of higher education.The level of economic development,the structure of educational resources allocation,the degree of government intervention,and the ratio of students to teachers are negatively correlated with the productivity level of higher education.There are certain problems in the internal development of China's higher education.The resources of higher education have not been fully utilized,and the role of the total factor productivity level of higher education has not been fully exerted.In response to the existing problems,the following suggestions were put forward: increase the proportion of investment in education,ensure sufficient investment in education,strictly control all aspects of education funds,eliminate waste of resources in higher education,adjust the structure of funds,optimize the efficiency of resource allocation in higher education,and deepen international Cooperation and exchange,improve the international competitiveness of higher education;accelerate the process of urbanization,coordinate the development of urban and rural integration;deepen the reform and innovation of the education system,and promote education Long-term development.