Chinese University Education

 

Many problems exist within Chinese university education. From my perspective, the most critical issue is the contradiction between the demand for social talent and the priorities of undergraduate teaching.

 

For example, the undergraduate courses at my college prioritize academic projects over professional ability. Consequently, engineering-oriented students who are suited for scientific research must engage in extracurricular practice. Teachers emphasize foundation and accumulation; however, these are the results of a long-term process. Undergraduate courses do not study topics in-depth while graduate courses do.

 

There is not a contradiction between theoretical accumulation and engineering ability. The former is the foundation of scientific research while the latter is more suitable for employment. It is not preferable for students—after four years of undergraduate education—to compensate for their lack of ability in order to adapt to the systematic nature of professional enterprises.

 

The disconnect between the cultivation of engineering expertise and the demands of professional enterprises is also a significant problem. The engineering programs established by universities are mostly unhelpful because they are drastically different from the actual technological applications of professional enterprises. Many students found going to work a rewarding experience.

 

University students lack systematic career planning and consultation. They have little guidance in their major; as a result, graduates complain that they do not know for which jobs to apply. Because their undergraduate courses do not offer industry blueprints, students are forced to learn the necessary specialized skills after their employment. There is a significant gap between what the companies want from their employees and the preparation of recent graduates. There is a growing lack of inner peace among Chinese undergraduates.

 

Fengyuan Zhang