Research On Transitional Development Of New Undergraduate Colleges

New undergraduate colleges, which makes an important contribution to the popularization of higher education in China and undertakes the important missions of personnel training for local economic and social development and cultural heritage, is a conveniently emerging organization population. At the new historical stage of popularization of higher education(from quantity to quality),new undergraduate colleges is faced with a severe situation and predicament, which can be mainly manifested into two aspects. One is the educational philosophy of new undergraduate colleges converges to the traditional universities: the blind imitation of school-running orientation and disciplines distribution, the homogenization of personnel training and the development plan follows the traditional universities. All of these ignore the actual schooling base and the task of serving local economic and social development, as a result, the talents of new undergraduate can’t meet the needs of economic and social development. The other one is much more confusion on self-development of some new undergraduate colleges since a series of policies have been published. Should it take the transitional development road to meet the policy or passively wait? If positively response, how to understand the transitional development? And what is it? How to do it? The key elements of the transitional development are the decisive factors of the development of the new undergraduate colleges.This study aims to extract the contents system of transitional development in new undergraduate colleges by a case study,On the base of which, try to establish the overall structure and core elements of transitional development in new undergraduate colleges. Through analysis of the data acquired by field investigation, we can know the lack of self-development in the process of transitional development in Qinzhou University. The deficiencies in Qinzhu University are as follow:The conflict between One-sided pursuit of expanding scale and new educational philosophy; teachers’ structure, quantity and teacher requirements of the average students are far from the requirements of new undergraduate colleges; students of traditional personnel training mode can’t meet the needs of economic and social development. To realizing the transformation of development, Qinzhou University has adopted a series of measures: First, combining with its own base and regional economic environment, to make the school localization clearly; Second, to explore the reform of talent training mode actively, to innovate personnel training process, and to strengthen the school-ground, university-enterprise cooperation; Third, to do the field survey and adjust the structure of academic disciplines timely, and to develop the group of disciplines; Fourth, to strengthen the construction of teaching staff, paying attention to the introduction of "double type" teachers at the same time, to adopt corresponding measures to encourage existing teachers enter the enterprise. In addition, Qinzhou University also pays attention to the strategic planning of the school, especially the school’s international strategy. But it is necessary to point out that for newly-built undergraduate colleges and universities, some of the problems facing in the process of the transitional development, cannot be solved unilaterally by school, nor can reform today then tomorrow be immediately.From the transitional development of Qinzhou University, every reform measure resulted from the gaming of the changing power, the college is in a complex giant syst em, the solution of problems needs top-down and bottom-up interaction between colle ge and government, and horizontal communication between enterprises and society. T he transitional development has no successful model to copy, and has no definite mea sure as well.In a word, the transitional development of new undergraduate colleges is a reform in the essence. The main part of it is school; the responsible part is local government and enterprises. The progress and logic of reform as follows: first of all is educational philosophy, that is the directionality problem which solve the problem of ‘what kind of school’; the second is on the base of educational philosophy, optimizing disciplines distribution in order to establish discipline distribution cluster system; the third is taking the reform of personnel training model as driving force to transform the curriculum system, in order to realize the long-term effective mechanism of the integration of industry and education. At last, establishing a double qualified teachers team to meet the needs of transitional development in schools. Above all, new undergraduate colleges should improve the school management system and innovate the school management evaluation mechanism.