Empirical analysis on the effect of higher social education on institution change

The reform and opening policy in China is a progressive institution change. Theoretical research on the effect of higher social education on institution change is abundant while most of it focuses on qualitative research. Based on the theoretical research on the relations between higher social education and institution change, an empirical model is presented and tested by the data of relative variables in China from 1987 to 2004. The empirical result implicates that higher social education is an important factor impacting on the institution change this term. The empirical result is in accordance with the theoretical conclusion that higher social education positively affects institution change by "Institution person". It indicates that more fulltime teachers and graduates can promote institution change by supplying more choice for institution and more excellent executors in the course of development of higher social education in China.