A study of the curriculum structure and content of doctoral programs in higher education in the People's Republic of Chin

Higher education as a field of study is relatively new in China. Interest in the field in China grew dramatically during the last quarter of the 20 th century. A review of the literature suggests that the curricular structure and content are recognized as key elements in the preparation and training of future scholars and practitioners in the field. The purpose of this study was to analyze these elements of the four higher education doctoral programs China.;Descriptive research design was used to examine written documents collected from four doctoral programs of Chinese universities, including program handbooks, catalogs, syllabi, web publication, and other related written materials. The study adopted the analytical framework developed by Fife (1991). Curricular structure of higher education doctoral programs was examined in the following seven conceptual areas: introductory/foundation, theory, research skills, application, synthesis, clinical/internship experience, and dissertation research.;Findings of this study revealed the following themes of curriculum among the higher education doctoral programs in China: (1) A consensus on preparing research scholars as the top priority in program's missions is identifiable; (2) An inconsistency exists between program missions and course offerings; (3) Limited course offerings are available in the field; (4) Course offerings tend to be descriptive in nature; (5) A shared core of knowledge exists across the programs; and (6) Courses are unevenly distributed in the curriculum structure.;Implications for policy revisions were provided at both national and institutional levels. The current knowledge content and curriculum in the field of higher education need to be restructured to prepare scholars and practitioners for both research and practice. Two tracks of degree studies, the Doctor of Education (Ed.D.) and the Doctor of Philosophy (Ph.D.), might be offered to differentiate between researcher preparation and professional training. Research skills, application, and practice should be emphasized in doctoral education. The study recommends that all dimensions of scholarship, defined by Boyer (1991), be reflected in missions of higher education doctoral programs in China.