Chinese Postgraduate Education Reform Transition From Academical to Professional.docx
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Chinese Postgraduate Education Reform Transition From Academical to Professional.docx
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ChinesePostgraduateEducationReformTransitionFromAcademicaltoProfessional
ChinesePostgraduateEducationReform:
TransitionFromAcademicaltoProfessional
Atransitionfromleapingtypegrowthtostabledevelopmenthashappenedduringthelast10yearsofChinesepostgraduateeducation,butthegrowthofscaleisstillrisingrapidly.Expansionofscalebringsupaseriesofproblemsneedtobesolved,inwhichthemostprominentproblemisexcessivelyfocusingonacademicalpostgraduateeducationandignoringthetrainingofprofessionalpostgraduateatthesametime.ThispaperisaimedatclarifyingthedevelopmenttrendofpostgraduateeducationinChinafromacademicaltoprofessional,andtriestoexplorethedirectionforfurtherreform.
Keywords:
Chinesepostgraduateeducation;Academicaltype;Professionaltype
Chen,Q.,&Deng,L.(2015).ChinesePostgraduateEducationReform:
TransitionFromAcademicaltoProfessional.Cross-CulturalCommunication,11
(1),-0.Availablefrom:
http//
DOI:
http:
//dx.doi.org/10.3968/5995
INTRODUCTION
SinceJanuary1981,theRegulationsofthePeople’sRepublicofChinaonAcademicDegreesimplementedwhichhasillustratedtheautonomousdevelopmentofChinesepostgraduateeducationstarted.Formorethan30years,theChinesepostgraduateeducationhasmadeaseriesofremarkableachievements,andthescaleofpostgraduateeducationhasreachedtheleadinglevelintheworldbecauseoftheenrollmentexpansionformanyyears.From1990to1997,theaverageannulgrowthrateofdoctorateawardedintheUnitedStates,Britain,Germany,JapanandIndiarespectivelyare2.6%,4.2%,1.1%,3%and0.8%,butinChina,therewere2,127doctorin1990,andthescaleofdoctorateawardedincreasedto6,793in1997,whichaverageannualgrowthachieved18percent.By2003,intotaltherewereninehundredandtwenty-sixthousandpeopleawardedagraduatedegree,comparedwith1982,theamountofenrollmentofpostgraduatestudenthasincreasedbytwenty-threefold,thenumberofundergraduatestudentsincreasedby25.2times,andthedegree-conferringnumberrise24times.Afterthis,thescaleofChinesepostgraduateeducationiscontinuedincreasing.Thetotalnumberofrecruitingpostgraduatestudenthasreachedmorethanfivehundredandsixtythousandpeople,asshowedinTable1andTable2,Chinabecomestherealsuperpowerinpostgraduateeducationtraining.
Ingeneral,theachievementofourcountrypostgraduateeducationisobvioustoall.Becauseoftheincreasinginvestmentinscienceandtechnologyfunding,continuingtopromotethepopularizationofhighereducation,strongmarketdemandsforhigh-levelpersonnel,beingbasedontherapidenhancementofournationaleconomicpower,andthegovernmentpolicywhichbeingasthedrivingpowercontributetotherapiddevelopmentofpostgraduateeducationjointly.Howeverrapidexpansionstillbringsmanydeficienciesatthesametime,inwhichthemostprominentproblemisexcessivelyfocusingonacademictalentseducationatthesametimeignoringthetrainingofprofessionaltalents.Inordertofurtherimprovethepostgraduateeducationsystem,andtrainmoreandbetterhigh-qualitytalents,itisimperativetotransformthemainemphasisofChinesepostgraduateeducation,andneedstocompletethetransitionfromacademictoprofessional. 1.ENLARGINGTHESCALEOFPROFESSIONALDEGREEANDENRICHINGPROFESSIONALDEGREEEDUCATIONLEVEL
Foralongtime,thecultivationofpostgraduateeducationinChinaistrainingthe“academic”talentwhichbeingasthemainpurpose.Inordertomatchthedemandsofhigh-levelandprofessionaltalents,inmidandlate1980’s,afringeofpostgraduatecultivationunitsbegantoexplorethecultivationofappliedmastersandprofessionalmasters.Butoverall,themainbodyofpostgraduateeducationisstilladegreeanddiplomaeducationwhichisaimofcultivatingpostgraduatestudentsforthe“academic”.Takingdoctorcultivationasanexample,thereawarded35,628doctoratesin2006,including394professionaldegrees,only1.1percentofthetotal.Attheendof2006,theministryofeducationandtheacademicdegreescommitteeofthestatecouncilapprovedfortrainingprofessionalpostgraduatedegreeunitsin402,thereare610,000personsintheadmissionofprofessionalpostgraduatedegreeand100,000personsinlearningtheprofessionalpostgraduatedegreethroughavarietyofwayslikefull-timeoron-the-joblearning.Ingeneral,thesettingrangeofprofessionaldegree,thescaleofenrollmentsinprofessionaldegreeandtheproportionofprofessionaldegreeissignificantlylower.Althoughtheprofessionaldegreeeducationhasagreatdevelopmentinrecentyears,but,withthefurtherenrollmentscaleexpansionofpostgraduateeducationandthecontinueddemandsforcompoundandappliedtalents,thereisstillagapbetweenthepostgraduateeducationscaleandtheactualdemands.
Therefore,completingthetransformationfromacademictoprofessionalonthetrainingscalewillbethetoppriorityinthereformofpostgraduateeducationinChina.Atpresent,thenumberoffreshstudentsforprofessionaldegreeinourcountryaccountsforonlyabout25%ofthetotalnumber.AccordingtothedatafromtheUnitedStatesdepartmentofeducationNationalCenterforEducationStatistics(NCES)showsthat,since1980’s,theUnitedStateshasnamedmorethan660kindsofmasterdegrees,andthemaster’sprogramhasinvolvedmorethan2,000differentsubjectareas.Ofallthemasterdegree,thereis85%theapplicationdirectionofmasterdegree,only15%purelyacademicmasterdegree,inwhichthescienceandengineeringdegreesaccountedforaquarterofthewholedegreeawardedintheUnitedState,andtheenrollmentsinsettingarewidelydistributeinallkindsofprofessionalschool.Inordertogeartotheinternationalstandardsandresponsetothesocietydemandseffectively,inChinesepostgraduateeducation,thereshouldreduceareasonablequantityacademicaldegreeeducationtraininginthefuture,andimprovetheprofessionaldegreeeducationproportiongradually. Second,enrichingthesettinglevelofprofessionaldegree,combiningthekeyconstructionwiththeclassifieddevelopment,buildingamultilevelandcomprehensiveprofessionaldegreepostgraduateeducation.Atpresent,theprofessionaldegreepostgraduatestudentsenrollmentsarefocussedonresearchuniversitiesbasicallywhichcomprehensivestrengthisrelativelystrong.Inthetheory,theprofessionaldegreetalentscultivationandacademicdegreetalentstrainingbotharethetwoimportantaspectsofcultivatinghigh-leveltalents,butthereisatendencythatouruniversitiesgenerallyvalueacademicalthanprofessionalintheimplementationprocess.Inrecentyears,thegovernmenthashighlightedthestrategicpositionofprofessionaldegreeeducationinhighereducationandthedevelopmentofeconomyandsocietybyarrangingtheinstitutionanddesigningthetoplayer.Atthesametime,themarketeconomicdevelopmentalsorequirestrainingandrelyingonalargenumberofapplication-orientedhigh-levelspecializedpersonnel.Therefore,weshouldhighlighttheimportantpositionofprofessionaldegreeeducationinthestrategicorientation,systemdesigningandthedeployment.Ourgovernmentshouldincreaseinvestmentinconstructionfunds,providethesupportingconditionsandinstitutionalguaranteesforschooldevelopment,especiallyfortheschoolthathasitslocalcharacteristics,industrycharacteristicsanditsownschool-runningmodefeatures.Ontheonehand,ithastheadvantagesofinnovationthattheresearchuniversityshouldfocusonacademicaldegreewhileconstructhigh-levelprofessionaldegreeeducationemphatically;ontheotherhand,localcollegesanduniversitiesholdtheacademicaldegree,atthesametime,shouldconsiderowncapacityandconductprofessionaldegreeeducationwithownfeaturesactively.Localgovernmentneedstoprovideappropriatepolicysupportcombinedwithlocaldemandsandthecharacteristicsofschool,investsinschoolconstructionhierarchicallyandsystematicallyinordertoshowthefeaturesandschool-runningorientation.
2.INCREASINGTHEFUNDSINVESTMENT,ANDIMPROVINGTHEPROFESSIONALDEGREEEDUCATIONCULTIVATIONQUALITY
Onthe‘PostgraduatetrainingpatternreforminChina’high-endforumin2009,thereissued‘thequalityofpostgraduateeducation’subjectinvestigationreportformallywhichisfinishedbythescholarsfromWuhanuniversityandWuhanscienceandtechnologyuniversity.Inthisreport,62.7%ofsurveyedpostgraduatestudentsthoughtthatthequalityofpostgraduatewaslowerslightlyorsignificantlythanfiveyearsago,only37.6%ofsurveyedthoughttheexistingteachingconditionscanmatchthedemandsofrecruitpostgraduatestudentsscaleyear-by-yearexpansion,andthereare60.7%ofsurveyedpostgraduatestudentsbelievingtheenrollmentscaleofcollegesanduniversitiesshouldbecompressedordecreased,itisundeniablethatthereisadeclineinthequalityofpostgraduatematriculate.Ontheonehand,withtherapidenlargementofpostgraduateadmissionscale,theinvestmentfromgovernmentforeducationhasalongstagnation;ontheotherhand,theteachingconditionsofpostgraduateeducationincollegesanduniversitiesandthedevelopmentspeedoffacultycannotconsistentwiththescaleenlargement.Thesearethereasonsthatmadequalityofpostgraduateeducationdeclined.Accordingtothecurrentdevelopmenttrendinpostgraduateeducation,thereneedsareformthatthedevelopmentofpostgraduateeducationinChinashouldbechangedfromexpansiontoimprovethequality.Becausecultivationofprofessionaldeg
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