Sociological Perspective on Developing Undergraduate education—Case of National Standard for Undergraduate Education in China

Abstract

China issued the first National Standard for Assessing Teaching Quality of Undergraduate Programs Provided by Regular Higher-Education Institutions (the National Standard) in 2018. The Standard, as a significant education policy, matters for China’s high education development. The study illustrates the major content of the National Standard  and then analyzes the Standard from sociological and cognitive perspective. It is concluded that the National Standard is written based on assumptions of qualities for graduates and on assumptions of qualities believed to be influential in graduates’ qualities.