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The surging interest in the field of higher education in China occurred in response to the rapid growth of higher education after 1978 (Chen, 1999). A compiled publication of research articles and essays, 50 Years Higher Education Research in China, captured the development of higher education as a field of study in China. 8 Yu commented that an increasing interest in higher education research and studies was concurrent with the changing landscape and context of Chinese higher education. Since the late 1970s, higher education in China has been undergoing the following developments: expansion of the higher education system, restructuring of curriculum and programs, development of two- to three-year colleges, the reform of the administrative system, expansion of enrollment, diversification of higher education institutions, the emergence of private higher education, and a renewed campaign for building world-class universities.

3 (1994): 217–37. 11. Qu Baokui, Selected Documents on Chinese Education Reform (Beijing: People’s Education Press, 1991), 805. 12. Qu Baokui, Selected Documents on Chinese Education Reform. 13. Central Committee of the Chinese Communist Party (CCCCP), The Program for Educational Reform and Development in China [Zhonghua Renmin Gongheguo Guowuyuan Gongbao] (1993), 2:58–66. 14. James Mauch, “Analysis of Higher Education: Focus on Market,” in Collected Works on Higher Education Reform and Development, ed.

They have their own campuses, which are usually located in other cities or provinces than their affiliated universities. They are also independent in granting academic degrees and credentials. However, their ties with the affiliated universities are inseparable. Faculty from their home universities often teach at independent universities in the summer. The operation of independent colleges follows the mechanism of private minban colleges. They have similar advantages to secondary colleges, such as a well-recognized university name affiliation and recognition.

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