DID-Based Analysis on Higher Education Development Strategy in China

Project 211, Project 985 and the Double First-Class Initiative are the 3 major higher education strategies in China. Does the above-mentioned development process have the characteristics of paradigm shift? To make it clear, the DID (Difference-in-Difference) Analysis is used, an approach in assessing the effects of a public policy. Based on the DID model, the Double First-Class Initiative, compared with Project 211 and Project 985, is more different than similar in areas like historical background, management system and mechanism, construction tasks and contents. That can be manifested from GDP increase and gross enrollment, flexibility and educational investment, contents and position, in the 2 periods between the year 2014-2015 and the year 2016-2017, which may be put with specific values, and evaluated comparatively through DID analysis. It is found out that a clear significant change occurs in areas like yearly GDP increase, gross enrollment, percentage taking up in GDP, mechanism flexibility, the contents and position, but not in yearly investment increase, or its rate. Hence the transition from Project 211 and Project 985, to the Double First-Class Initiative, is probably a shift in paradigm. The research provides a new perspective for paradigm shift in China’s higher education policy.