Research On The Disparity Of Subject Level Development

The contradiction between citizens’ demand for quality higher education and the capacity of quality education supply is a long-term problem facing the development of higher education in China.Universities are typical resource-dependent and cost-increasing organizations.The expansion of low-cost local universities in China is much faster than that of high-cost central ministry universities,coupled with the fact that most of the central ministry universities are accumulated in developed regions of China,has formed a large regional development gap and inter-college development gap of college and university discipline level.Discipline level refers to the power shown by college discipline as the main body in international or domestic competition,and the competition of college is discipline competition to a large extent,and the development gap of college discipline can better reflect the development gap of college.Therefore,it is necessary to measure the development gap of college discipline level.In this regard,this paper takes the results of the second to fourth round of "national academic evaluation" as the data source,takes the theory of educational fairness,the theory of university differentiation and the theory of resource base as the guidance,reveals the characteristics of spatial and temporal distribution and change trend of the development gap of universities through Kernel density,and measures the inter-college gap and regional gap of university academic level by using Dagum Gini coefficient.The study finds that: firstly,from the spatial and temporal perspectives,the gap between universities and the regional level can be measured.The study finds that: firstly,from the perspective of spatial and temporal evolution,during the three rounds of "national academic evaluation",the academic level of "downstream" universities improves much faster than that of "upstream" universities,but the number of "upstream" universities is basically lower than that of "upstream" universities.However,the number of "upstream" universities remained the same,and the number of "midstream" universities kept increasing.Second,From the perspective of regional disparity,during the three rounds of "national academic evaluation",the academic level of universities in each region has been improved continuously,and the original disparity of academic development between universities within and between regions has been gradually adjusted and optimized,and the disparity of academic development between universities within and between regions has changed from "big disparity" to "small disparity".The gap in the development of university disciplines within and between regions has changed,and the gap in the development of university disciplines in the eastern region is larger than that in the central region and larger than that in the western region.From the source structure of the gap,the disparity of universities within the region is the main reason for the uneven development of regional disciplines.Although the regional disparity of college discipline level in China has been optimized at present.but in general,the development gap of college discipline level is still large,which seriously affects the fairness of education and regional coordinated development in China.Thirdly,In terms of inter-school disparity,during the three rounds of "national discipline evaluation",the discipline level of universities under the central government is obviously stronger than that of local universities,and the discipline level of comprehensive universities is obviously stronger than that of universities with industrial characteristics.The discipline level development gap among local universities,universities under the central ministry,universities with industry characteristics and comprehensive universities has been gradually adjusted and optimized.The academic level of local universities has changed from "large gap" to "reasonable",while the gap between the academic level of universities under the central government has decreased,but it is always maintained at "large gap".Although the gap between the academic level of universities under the central ministry has decreased,it is always within the range of "large gap";the academic level of universities with industrial characteristics and comprehensive universities has changed.In terms of the structure of the sources of disparity,the disparity in the development of university disciplines within the universities with industrial characteristics,within the comprehensive universities,and between the central ministry universities and local universities is the main reason for the inter-college disparity.At present,the academic level of different levels and types of universities in China shows a certain pattern of "differential development",which is the result of government policy regulation and people’s joint efforts.In the face of the fierce competition in the world,it can better cultivate high precision talents for the development of science and technology.It is historically inevitable and realistic.Further analyzing the causes affecting the development gap of university discipline level,from the political point of view,the long-standing policy of key universities in China is the source of the formation of this gap;from the economic point of view,the regional economic differences further enlarge the development gap of university discipline level;from the point of view of the amount of resources held by universities,the "Matthew effect" of university funding and human resources allocation From the viewpoint of resource possession of universities,the "Matthew effect" of funding and human resources allocation of universities further aggravates the development gap.In view of this,in order to narrow the regional gap in the development of university disciplines,this paper puts forward the following ideas: firstly,to actively play the policy regulating role of the government,to include the index of higher education development into the assessment of local governments,to set up central ministry universities in regions lacking key universities,and to improve the per capita allocation of universities in less developed regions,so as to narrow the regional gap in the level of university disciplines;secondly,to establish the mechanism of compensation of financial resources for universities in less developed regions,and to vigorously promote the development of universities in less developed regions.Secondly,we should establish the financial resources compensation mechanism for universities in less developed areas,vigorously support the economic development of less developed areas,and broaden the capital and funding channels of universities in less developed areas;finally,we should also optimize the introduction of talents in universities in less developed areas,fully do the work of attracting,retaining and using talents,and provide sufficient human resources for the development of universities in less developed areas.