Abstract

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Title:: Forty Years of Pedagogy of Higher Education in China: Review and Reflection

Keywords:: pedagogy of higher education; Pan Maoyuan; discipline; field of study; academic orientation

Abstract:: In 1983, higher education studies in China were included in the “Discipline Catalog”, a development resulting from a combination of favorable timing, unique institutional arrangements, and influential individuals. The establishment of higher education studies had a dual impact. On the one hand, researchers gained early disciplinary affiliations, which allowed accelerated development through practical reflection and graduate training within the broader academic context. On the other hand, the field was not fully mature and had inherent limitations. After its official establishment in 1983, the discipline of higher education studies in China experienced an accelerated development, which also led to certain postnatal imbalances. The debate within the higher education community regarding the distinction between “discipline” and “research field” stemmed from differing points of reference. While higher education studies may not yet be considered a “mature discipline”, it has, in fact, become a distinct category of knowledge, an academic field, and a teaching subject. Consequently, it has formed its own systematic approach. To facilitate the gradual maturation of this discipline, it is crucial to maintain a strong academic focus in higher education studies, and it is essential to emphasize its academic mission, problem awareness, research methods, modes of expression, as well as academic positions and values.