| Abstract | 第4-5页 |
| 摘要 | 第6-13页 |
| Abbreviations and Acronyms | 第13-15页 |
| 附件 | 第15-16页 |
| Chapter 1 Introduction | 第16-31页 |
| Section 1 Background of the study | 第16-24页 |
| 1. The BRICS bloc and China' s exigent need for HEI classification | 第16-23页 |
| 2. This study is part of National Project issued by Ministry of Education | 第23页 |
| 3. Propose the question | 第23-24页 |
| Section 2 Significance of the study | 第24-25页 |
| 1. Theoretical significance | 第24页 |
| 2. Practical significance | 第24-25页 |
| Section 3 Design of the study | 第25-31页 |
| 1. Purpose | 第25页 |
| 2. Research content | 第25-28页 |
| 3. Research methodology and investigating objects | 第28-29页 |
| 4. Definitions of operational concepts | 第29-31页 |
| Chapter 2 Literature Review:Retrospect and Prospect | 第31-52页 |
| Section 1 Representative classification ideals in developed countries | 第31-41页 |
| 1. Classification schemes in U.S | 第31-35页 |
| 2. Classification policy and praxis in Japan | 第35-39页 |
| 3. Europe: U-map design | 第39-41页 |
| Section 2 Classification systems in developing country: on case of Pakistan | 第41-43页 |
| Section 3 Opinions from Chinese academia | 第43-51页 |
| 1. Exploration on theoretical basis | 第44页 |
| 2. Exploration on praxis basis | 第44-51页 |
| Section 4 Remarks and potential cutting-off point | 第51-52页 |
| 1. Remarks on related literature | 第51页 |
| 2. Cutting-off point of this study | 第51-52页 |
| Chapter 3 Research Rationale | 第52-59页 |
| Section 1 Guideline: educational internal and external laws | 第52-53页 |
| Section 2 Stakeholder theory | 第53页 |
| Section 3 Higher education triangular integration and coordination | 第53-56页 |
| Section 4 Differentiation of higher education functioning | 第56-59页 |
| Chapter 4 Brazil | 第59-72页 |
| Section 1 The normative benchmarks and structure of Brazilian education | 第59-63页 |
| 1. Structure of Brazilian education | 第59-62页 |
| 2. The tradition and modern: two co-existing modes | 第62-63页 |
| Section 2 Brazilian HEI organizations | 第63-70页 |
| 1. Basic facts of the classification framework | 第63-67页 |
| 2. Divisions of HEIs in Brazil | 第67-68页 |
| 3 .HEIs engaged in private sector | 第68-70页 |
| Section 3 Prestigious cases within the framework | 第70-72页 |
| 1. University of Sao Paulo | 第70页 |
| 2. Universidade Paulista | 第70-72页 |
| Chapter 5 Russia | 第72-85页 |
| Section 1 The vicissitude of Russian higher education stakeholders | 第72-76页 |
| 1. The shifting role of government | 第73页 |
| 2. Further participating of market and society | 第73-75页 |
| 3. Fading out of political parties and ideological controls | 第75页 |
| 4. Globalization shape: Bologna process | 第75-76页 |
| Section 2 Russian HEI classification | 第76-84页 |
| 1. An overview of Russian education | 第76-78页 |
| 2 ,Russian higher education structure | 第78-80页 |
| 3. University, institute and academy | 第80-84页 |
| Section 3 The interaction and overpass mechanism | 第84-85页 |
| Chapter 6 India | 第85-109页 |
| Section 1 Higher education scenario and evolution in India | 第85-89页 |
| 1. Administrative levels of Indian higher education | 第85-88页 |
| 2. The evolution of Indian higher education classification framework | 第88-89页 |
| Section 2 Classification system in India | 第89-109页 |
| 1. Central university | 第93-98页 |
| 2. State university | 第98-99页 |
| 3. Deemed-to-be university | 第99-101页 |
| 4. Private sector in Indian higher education | 第101-103页 |
| 5. Institution of national importance: case study on IITs | 第103-106页 |
| 6. Affiliated colleges under university: case study on P College | 第106-107页 |
| 7. Stand Alone Institution | 第107-109页 |
| Chapter 7 South Africa | 第109-121页 |
| Section 1 South African higher education governing system | 第109-113页 |
| 1. Education governance | 第109-110页 |
| 2. Diploma and degree awarding system | 第110-113页 |
| Section 2 Historical development of South African higher education | 第113-116页 |
| 1 .South African HEIs landscape in apartheid time | 第113-114页 |
| 2. Policy on higher education in post-1994 | 第114-116页 |
| Section 3 Configuration map of current South African HEI | 第116-121页 |
| 1. University | 第117-118页 |
| 2. Comprehensive university | 第118-119页 |
| 3. University of technology (Technikon) | 第119-120页 |
| 4. HEIs in private sector | 第120-121页 |
| Chapter 8 Conclusion and Inspiration | 第121-134页 |
| Section 1 Conclusion: comparisons among BRICS | 第121-126页 |
| 1. Similar points across BRICS | 第121-123页 |
| 2. Distinctive features of the four states | 第123-126页 |
| Section 2 Inspiration and policy recommendations to China | 第126-134页 |
| 1. Enhance the coordination of central and local authorities | 第126-127页 |
| 2. Inspire all social engagements to contribute in HEI construction | 第127-128页 |
| 3. Insist on the characteristic developing modes for individual HEI | 第128页 |
| 4. Construct the interchangeable HEI viaduct | 第128-129页 |
| 5 .Firmly develop the vocational HEIs and university of applied technology | 第129-130页 |
| 6. Promote the fairness of HEI development | 第130-132页 |
| 7. Flexibly integrate progressive and mild approaches | 第132-134页 |
| Bibliography | 第134-144页 |
| Acknowledgement | 第144-145页 |
| Publications Authored | 第145页 |
