Abstract
Drawing on case study evidence, this article explores the development of compulsory courses in a China’s high-level comprehensive university, which has achieved good results in the procedure of Quality Assessment of Undergraduate Education (QAUE) and China Discipline Ranking (CDR) issued by Ministry of Education (MOE). The general undergraduate majors of this university are classified into 5 categories, namely, journalism and communication, economics and management, science and engineering, foreign language and literature, humanities and social science. The research scope is from grade 2007 to 2017, 2007 fall to 2018 spring semester, respectively. According to the requirements of MOE, the compulsory courses are divided into two parts: public and professional. The public part mainly refers to the courses of physical education, ideological and political and elementary computer science, while the professional part is mostly relevant to the courses associate with the major. The laws of two parts are studied by utilizing the features of course name, course ID, credits and appropriate semester. The conditions of characteristic development, the workload of teachers and students and the interdisciplinary platform, which are universal in Chinese Higher Education Institutions (HEIs), are mentioned.
Highlights
The development of Higher Education in China is accompanied by economy
Compulsory courses are commonly divided into two parts, public compulsory courses, including physical education courses, ideological and political courses, elementary computer courses, and professional compulsory courses which means basic and core courses for all majors
It is worth noting that foreign language in the university are limited elective courses, which are classified into different levels according to the students’ admission score, for all the non-foreign language majors, and compulsory courses of practice are not contained in the statistics
Summary
The development of Higher Education in China is accompanied by economy. In 1977, China’s universities were restored in order to allow students to take in higher education, in 1978, the Chinese government adopted an economic policy of Reform and Opening-Up. Between 1985 and the end of 1990s, China’s Higher Education Institutions (HEIs) gained more and more autonomy which includes higher education financing, admission policies, instruction design, curriculum, and leadership assignment and promotion (Du, 1992), the government changed their centralized administration over higher education, which was in accordance with further deepen the economic policies of Reform and Opening-Up (Yin and White, 1994). In the end of 1990s, with the globalization of economy, culture and other fields, China’s Higher Education embraced a large-scale expansion of enrolment, and embarked on the internationally recognized path of massification. There has been a decline in the quality of higher education
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