Convenience and Accuracy: The Dilemma and Exploration of the Work of Identifying Students With Family Economic Difficulties in Colleges and Universities of China

Jingjing Liu


Students with family financial difficulties, premised on the family economic situation survey, are identified as the basic work of student-funded work in China's higher education stage, which is directly related to who is eligible for financial assistance. In this paper, through questionnaire survey and data analysis, in view of the evaluation of the work methods of students with family financial difficulties in China's higher education stage, and the change in the number of applications of students before and after the policy change, the results of the implementation of the method for identifying students with family financial difficulties in the higher education stage in China were studied before the recent introduction of the government's policy for the benefit of the people. After the implementation of the new policy, the changes and causes of the wishes and behaviors of college students’ application for poor students. The study found that: 1. The way local civil affairs departments reviewed students' family financial situation in the past did not fully guarantee the accurate and reliable results provided by students about family financial situation. 2. The removal of the local civil affairs department's seal requirement, replaced it as self-reported way, in the short term, did not cause a sharp increase in the number of application of college students to be identified as students with family financial difficulties. 3. The government needs to establish a unified quantitative calculation method, through the system online application way for students to apply directly, local grass-roots government sampling survey, colleges and universities to assist in the investigation of students' consumption in school, so that make the family financial difficulties students determination work both convenient and accurate.

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International Research in Higher Education  ISSN 2380-9183 (Print)  ISSN 2380-9205 (Online)

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