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Measuring Criteria and the Realization of Connotative Development in the Popularization of Higher Education

Author(s)

Zonghao Liu*

Affiliation(s)

School of Physical Education, Nanyang Normal University, Nanyang, Henan, China *Corresponding Author

Abstract

The popularization of higher education represents a critical milestone in a nation's educational development. In 2019, China's gross enrollment ratio (GER) in higher education surpassed 50%, marking its official entry into the popularization stage according to Martin Trow's widely accepted theoretical framework. However, whether this quantitative threshold alone adequately captures the complexity of China's higher education transformation warrants careful examination. This study adopts a multi-dimensional analytical approach grounded in Trow's stage theory, examining higher education development across eight key dimensions: institutional scale and function, societal conceptions of higher education, curriculum and pedagogical forms, institutional diversity and boundaries, leadership and decision-making structures, academic standards and management, admission and selection mechanisms, and internal governance. The analysis reveals that while China has achieved the numerical threshold of popularization, substantial gaps persist in qualitative dimensions such as teaching methodologies, institutional diversity, governance structures, and educational functions, indicating that the system remains largely in transition from mass to truly popularized higher education. Based on these findings, this paper proposes five strategic measures to facilitate the shift from "numerical" to "connotative" popularization: establishing a categorized quality assurance system, promoting integrated online-offline learning, advancing the convergence of vocational and general education, optimizing the higher education governance system, and enhancing internationalization. These findings suggest that China's higher education development requires a comprehensive and connotative transformation beyond mere quantitative expansion.

Keywords

Higher Education Popularization; Connotative Development; Martin Trow's Stage Theory; Quality Assurance System; China's Higher Education Reform

References

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