An Institutional Perspective on the Conflict between Teaching and Research in Chinese Local Universities

Abstract

Abstract-Literature review on the institutional transition of Chinese higher education indicates that the fundamental reason for current conflict between teaching and research in local universities rooted mainly from the traditional educational resource allocation and evaluation system as well as the state central power traditions generated in the elite education era. The institutional reformation falls behind the current society development requirements of higher education popularization. Therefore, the institutional countermeasures could be: Setting up Diversified Fund and multivariate evaluation System as well as empowerment to universities for state education policy makers while reforming faculty management and students training systems for the universities. This conclusion suggests that Chinese higher education requires further reformation on the institutional level rather than that on the university management level as of the past theory and practice indicated so as to copy with the higher education popularization era.Keywords-institution conflict teaching and research Chinese local universities elite education higher education popularization

Construction of Basic Teaching Organization Construction Model under the background of Medical Practitioner qualification Examination in China

“…Once members of the teaching organization reach a certain level, they lack a sustained mechanism and motivation for further development, resulting in a lack of impetus for further improvement. The absence of effective training opportunities and professional development plans hampers the realization of the learning potential of teaching organization members (Li, 2017). Without clear learning pathways and promotion mechanisms, teachers may lack the drive to continuously learn and enhance their teaching abilities.…”