Talent cultivation models of new liberal arts in China’s “Double First-class” universities: Based on 19 universities

• In Event: Comparative Perspectives on Navigating Higher Education Rankings, Ethics, Competition, and Talent Development

Proposal

The innovation of the talent cultivation model in the new liberal arts (NLA) is not only the goal of the NLA but also the key to the revitalization of undergraduate education and the quality of liberal arts education(Cho Young Ha, 2015; Varlotta, 2018; Cui N, 2019; Fan L, 2020; Wu Y, 2022). Currently, research on the talent cultivation model in the NLA is burgeoning, but relevant achievements are confined to macro-level theoretical explanations and micro-level case introductions(Younkyung&Jae-Ryong, 2020; Huang Y, 2021; Yu Z, 2023; Wang N, 2024). There is a lack of mid-level exploration of universities’ action, especially a focus on “Double First-Class” Universities (DFCU). Hence, this study constructs a mid-level framework based on five core elements (talent cultivation goal; disciplines & majors orientation, curriculum structure, educational practices; and quality evaluation & improvement) for university talent cultivation models in three action stages: front-end, middle-end, and back-end. According to the framework, this study focuses on the characteristics, differences, bottlenecks, and optimization of the talent cultivation model in the NLA at DFCU. Specifically, it uses the National Annual Development Report on NLA Construction as a guide, builds a cases database based on field visits, and employs content analysis to conduct cross-case comparative analysis of 19 universities.
Based on the coding results from MAXQDA 2022, the findings are as follows: 1) The talent cultivation model in the NLA at DFCU is taking shape, with each core element progressing in a closed-loop logical. In terms of talent cultivation goals, the focus is on cultivating outstanding liberal arts talents in the new era. Disciplines & majors orientation emphasizes problem-oriented cross-fusion, while the curriculum structure highlights the integration of knowledge through interdisciplinary expansion. Educational practices focus on technology-enabled teaching interactions, and quality evaluation & improvement advocates the construction of a precise quality assurance system. 2) The internal coordination of core elements within the talent cultivation model at DFCU is relatively low, overall still in the early stage. The core elements show an unbalanced "M" pattern in resource allocation: disciplines & majors orientation and educational practices receive significant attention, while talent cultivation goals, curriculum structure, and quality evaluation & improvement elements are relatively marginal. 3) The talent cultivation model in the NLA at DFCU can be roughly divided into two basic types: discipline-driven and educational practice-driven. Both types have consensus on weak elements, auxiliary paths, and action stage preferences, but they differ in action logic, leading paths, and internal differentiation. 4) The two basic types of talent cultivation models in the NLA at DFCU have undergone variations to some extent in different practical contexts. Under different school backgrounds, distinctive advantage group emphasizes teaching priority and disciplinary precision feedback, while comprehensive advantage group advocates disciplinary priority and curriculum cluster support. In different disciplinary fields, the humanities group focuses more on discipline-driven leadership and integration of cutting-edge knowledge, while the social science group emphasizes teaching implementation and integrated curriculum construction. In different stage preference contexts, the mediate stage group emphasizes disciplinary guidance and curriculum system expansion, while the non-mediate group advocates teaching orientation and deepening professional practices.
Although the basic outline of the talent cultivation model in the NLA at DFCU is becoming clear and has made certain breakthroughs in professional courses, teaching innovation, and educational technology, it still faces challenges. Firstly, there is a cognitive mismatch among the core actors. Secondly, there is difficulty in knowledge transformation. Thirdly, there is a lack of institutional support. To address the challenges, it is recommended, firstly, to focus on the adaptation and upgrading of school background, based on the school's positioning and resource advantages. Secondly, strengthen the precision iteration of disciplinary fields, based on the different cultural characteristics of various disciplines. Thirdly, promote differentiated completion of different action stages.
In conclusion, this study, based on expanding the mid-level analysis path of university talent cultivation models, has advanced the cross-case comparative study. It has summarized the characteristics and basic types of the talent cultivation model in the NLA at DFCU, introduced a matrix to conduct multidimensional variations analysis of basic types in different contexts, summarized the bottlenecks of the talent cultivation model, and proposed optimization paths, which not only contribute to deepening understanding of China's NLA education reform but also provide decision-making references for DFCU.

Author

• Zhaoda YU, Fujian Normal University