| Correspondence |
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| China’s postgraduate education practices and its academic impact on publishing: is it proportional? |
| Yuan Zhu, Chun-jie Zhang, Cheng-liang Hu |
| Graduate School, Zhejiang University, Hangzhou 310027, China; School of Science, Hangzhou Dianzi University, Hangzhou 310018, China |
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Abstract Though postgraduate education started before the founding of new China in 1949, it was not until the implementation of the policy reform and the opening-up in 1978 that China’s postgraduate productivity began to take off. Since the introduction of Regulations of the People’s Republic of China on Academic Degrees in 1981, the number of graduate students enrolled each year has increased 50 times since 1978. China is now the second largest producer of publications indexed by the database of Science Citation Index (SCI) (Web of Science™, Thomson Reuters), which reflects great strides being made in the postgraduate education. In this paper, we discuss the relationship between the increasingly high enrollments of graduate students and the quantity (the number) and quality (the academic impact and the originality) of their publications, to see whether there is a correlation.
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