Models Of Development For Undergraduate Universities In China Base On The Internal Elements

Related research on "internal elements-oriented model of development of undergraduate universities in China" has not yet been found among substantial literature at home and abroad. This thesis divides the development stages of Chinese undergraduate universities into growth and maturity ones, bringing forward five parallel elements at growth stage and four structural elements at maturity stage, whereby the thesis comes up with the parallel element-based coordinated development model of the Chinese undergraduate universities at their growth stages and the structural element-based balanced development model at their maturity stages, which is of academic significance for the scientific development of higher education and management. It is of practical significance as for the scientific development of Chinese undergraduate universities in practice to propose the developmental strategies concerning such internal element as professional disciplines, teachers, academic management and campus cultures, and the security system involving the coordinated and balanced development of the said elements.In this thesis, the model of development of undergraduate universities refers to the standard form or standard style for reference which is formed in the development process of the organizational institutions (from small scale to large scale, simple to complex, lower level to higher level),and the task of the institutions is to implement higher education of the senior high school graduates (or equivalent) (the course length of four to five years)in mainland China.First of all, this thesis summarizes the symbol and model of the development of undergraduate universities. By employing literature search and inductive/deductive methods, the thesis organizes and summarizes the symbol and model of the development of undergraduate universities in the respects of both function and level in the developed countries (Functional model of development refers to the process in which education develops from being single-functional model of personnel training to dual-functional model of personnel training and scientific research, and up to tri-functional model of personnel training, scientific research and social services. Development model of level refers to the process in which education develops from single level of undergraduate education to the dual-level of both undergraduate and postgraduate education) and the symbol and model of the development of undergraduate universities in the respects of both discipline categories and types in China.(The development model of disciplines categories refers to the development process resulting from the principle that, in China, undergraduate colleges and universities were set up on the basis of discipline categories during the period from the early founding of China to pre-Cultural Revolution. The development model of types refers to the development process resulting from the principle that, after the year 1978, the Chinese undergraduate universities have been developing along the path of teaching-based type, teaching-based research type, research-based teaching type and research-based type.)Secondly, this thesis makes an analysis of the internal elements of the Chinese undergraduate universities at the stages of growth and maturity. By employing systematic analysis and elements analysis methods, the thesis conducts a parallel analysis of the internal elements of the Chinese undergraduate universities at the growth stage according to the logic of education, shedding light on the fact that elements, such as student elements, teachers elements, condition elements, managerial elements and cultural elements, are parallel. The thesis also conducts a structural analysis of the internal elements of the Chinese undergraduate universities at the maturity stage according to the function of education and technical structure, making it clear that elements, such as professional disciplines, condition elements, managerial elements and cultural elements, are structural. Accordingly, based on the principle of functional coupling, the conclusion is reached that the Chinese undergraduate university is a stable system with functional coupling and a long cycle. At the same time, an analysis is made of the school level of the parallel element-oriented, teaching-based Chinese undergraduate colleges and universities and the conclusion is drawn that there exists quadratic function incremental relationship between the school level of teaching-based Chinese undergraduate universities and teachers elements.Thirdly, by analyzing internal element orientation, the thesis develops two models of development of Chinese undergraduate universities, and by using systematic analysis and inductive/deductive methods thesis develops the coordinated model of development in scale for the parallel element-oriented Chinese undergraduate universities at the growth stage. In order to realize the function of personnel training at the growth stage, individual elements should be in coordination with each other at the time when various parallel elements are developing on a large scale. The model of development with balanced function is developed for the structural element-oriented Chinese undergraduate universities at the maturity stage. After they enter the maturity state, undergraduate universities take professional disciplines as the main element, and various structural elements play respective roles in the structure and are in a balanced state, and various structural elements as a whole play the role of personnel training, scientific research and social service.Finally, an analysis is made of the development strategies as to the main internal elements of the development model-oriented Chinese undergraduate universities (professional disciplines, teachers, academic management, campus culture, etc.) and security system for balanced development of the various main elements. By employing literature search and inductive/deductive methods, the thesis elaborates on the development strategies concerning the three stages of professor teaching, professor governance of teaching and professor governance of university in terms of academic management in Chinese undergraduate universities. Formulation of a scientific development planning is the basis on which various elements develop in a balanced and coordinated manner, and what is crucial is the balanced configuration and coordinated operation of political power, administrative power and academic power along with the establishment of a sound overall quality management system.