On creating the school-running characteristic of university

Abstract

Purpose

It is a very prominent problem that Chinese universities lack school-running characteristics. In the past ten years, because of undergraduate teaching assessment requirements of the Ministry of Education, universities attach great importance to school-running characteristics. What is the reality and how to improve the effectiveness of creating the school-running characteristics of universities? It is a problem that needs to be solved. The purpose of this paper is to discuss these issues.

Design/methodology/approach

Using the survey method, literature study, case studies and other methods, this study reviewed ten years of school-running characteristics construction and explored some laws of creating school-running characteristics.

Findings

This study found although universities in China are beginning to attach great importance to the school-running characteristics, but they are still staying in the summarization of characteristics. School-running characteristics are very rough. Creating school-running characteristics are mainly efforts responding to the superior government. Creating school-running characteristics should be based on category characteristic. Universities need to change in competition and create characteristics within its history and culture. Universities need to refine the core idea of education, develop a big picture and then renew them in the assessment cycle.

Originality/value

The originality of this study was that it put forward some new laws including changing from summarizing to creating its own school-running characteristics, putting category characteristic as the prerequisite and considering the core idea of education as the focus of school-running characteristics. This research will enrich the theory building of higher education research and has some value in promoting the creation of school-running characteristics.

Citation

Liu, X.-j. (2014), "On creating the school-running characteristic of university", International Journal of Educational Management, Vol. 28 No. 3, pp. 268-278. https://doi.org/10.1108/IJEM-04-2013-0069