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• W755832073 abstract "This thesis focuses on the problems of the Chinese University Admission (CUA) system. Within the field of education, the system of university admissions involves all of Chinese society and causes much concern amongst all social classes. University admissions have been researched since the middle of last century as an issue which has economic impact. However, little attention has been paid to the CUA system from the perspective of economics. This thesis explores a number of interesting aspects of the system. As a special case of the priority-based matching mechanism, the CUA system shares most properties of the Boston Mechanism, which is another example of a priority-based matching mechanism. But it also has some unique and interesting characteristics. The first chapter will introduce the main principles of the CUA system in detail and discuss stability, efficiency, strategy-proofness, and other properties under different informational assumptions. There is a heated debate about whether the CUA system should be abandoned or not. Educational corruption is one of the issues that have been raised. Corruption is a major issue of the CUA system as well as university systems in other areas in the world, e.g. India, Russia, etc. We contrast the performance of markets and exams under the assumption that there exists corruption in the process. The problem will be analyzed under perfect capital markets and also under borrowing constraints. We use auction theory to obtain equilibria of the market system and the exam system and analyse the effects of corruption on the efficiency of the two systems. We conclude that the exam system is superior to the market system if we only consider the issue of corruption. In the third chapter, we construct a model to reveal the forces that positively sort students into different quality universities in a free choice system under assumptions of supermodular utility and production functions. Given a distribution of student ability and resources, we analyse the planner's decisions on the number of universities and the design of the level for each university, as well as the allocation of resources between universities. Students gain from completing requirements (tasks) in universities, while having to incur costs of exerting effort. In contrast to previous literature, our model includes qualifications as well as cost in the student's utility function, and educational outputs depend on qualification, ability and resources per capita. Our main focus is on the design of task levels. Our result differs from the literature as regards the optimal number of colleges. A zero fixed cost of establishing new colleges does not necessarily result in perfect tailoring of tasks to students. Furthermore, if the fixed cost is not zero, then the planner has to take fixed costs into account when deciding the number of universities. Introduction to the Thesis China is the largest developing country in the world. During the last thirty years1, demand for higher education in China has been increasing rapidly. As a result, concerns over admission2 have become a focal point of discussion in China society. Due to historical and cultural reasons, the in today’s China involves the whole society and causes concerns of various social classes (Zhang (2008)). Although public attention on this issue has been drawn widely, most discussions occur in the popular media, and little theoretical research, specially studies from the economic perspective, has been carried out. This thesis tries to analyse the Chinese system theoretically. Empirical analysis may be more convincing, but the collection of data about the higher education in China is di¢ cult. Nevertheless, it will be a direction for further studies in the future. This introduction consists of the following parts: a brief introduction about the Chinese College Admission System; some criticisms of the system; and the aims and contributions of this thesis. The Chinese College Admission System The Chinese College Admission System may be one of the most unique systems in the world. It was established in 1952 to meet political and educational needs, as well as to serve as one of the accelerators for the economic transition of the new People’s Republic of China. The system was interrupted from 1966 to 1976 during the Revolution. In that period, almost all education activities were suspended. It was restored in 1977. Although there have been changes to the system until present day, the principle of the system remains the same, which is to admit students into higher education institutions through uniform national examinations. The establishment of the original system in 1952 was based on …ve arguments, including external and internal factors. (Zheng, 2007) 1. There are political needs and consideration of economic construction for the new country. As a new country reborn from wars, almost every aspect of the society was indeed for rebuilding, and hence all kinds of professionals were in short supply. Past experiences of higher education in Chinese history had 1The higher education system in China was interrupted due to domestic political complication during the Cultural Revolution and was restored back to normal in 1977. 2The phrase of college admission is used to represent the system of undergraduate education which is the main focus of this thesis." @default.
• W755832073 created "2016-06-24" @default.
• W755832073 creator A5060911389 @default.
• W755832073 date "2010-01-01" @default.
• W755832073 modified "2023-09-24" @default.
• W755832073 title "Analysis of the Chinese college admission system" @default.
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