Measuring and evaluating the level of high-quality development of higher education in China, 2001-2021
10.3760/cma.j.cn116021-20240404-01891
- VernacularTitle:中国2001至2021年高等教育高质量发展水平测度与评价
- Author:
Meng ZHANG
1
;
Yuqin TANG
;
Haomin TANG
;
Shuangyan MAO
;
Dan DENG
Author Information
1. 重庆护理职业学院护理系，重庆 402763
- Keywords:
Higher education;
Quality enhancement;
Spatiotemporal trend;
Policy development
- From:
Chinese Journal of Medical Education Research
2024;23(11):1472-1478
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To conduct a multidimensional quantification and analysis of the development trajectory of both "quality" and "quantity" in China's higher education from 2001 to 2021, and lay a solid foundation for the construction of a high-quality education system.Methods:Based on macro statistical data on education in China from 2001 to 2021, a comprehensive indicator system for the development level of higher education was established. This system included six dimensions: educational conditions, financial support, institutional safeguards, scientific research, social services, and international collaboration. Methods such as entropy-weighted TOPSIS, general difference index, spatial autocorrelation, and hot spot analysis were used to evaluate the level of high-quality development of higher education and its spatial differentiation. Additionally, an obstacle degree analysis model was used to evaluate the factors hindering the high-quality development of higher education.Results:The high-quality development level of China's higher education has steadily improved, with a growth rate of 2.85%. The spatial distribution exhibited a clustering pattern, with stable hotspot regions established in the eastern region characterized by significant "spillover" effects. Concurrently, the western regions narrowed the development gap compared with other areas. Scientific research represents the primary challenge to achieving high-quality development in higher education, with an average obstacle degree of 18.46%. Books per student, fixed assets per student, foreign technology imported per institution, research & development project funds, research & development projects per institution, and personnel investment in research & development projects were important constraints on the development of higher education in China and the provinces.Conclusions:Resource sharing and linkage need to be guaranteed by policy and institutional support, and each subject of higher education should give full play to its own advantages to contribute to the high-quality development of higher education through interregional linkage development, mutual synergy, and common progress.
