ABSTRACT
This chapter analyzes the equity problems and their causes during Chinese higher education reform. It considers a framework consisting of elements, themes, and processes based on the methodologies of action and actionable research. The chapter discusses the potential effects of actionable research in improving equity in Chinese higher education. In the 21 years between the resumption of the college entrance exam in 1977 and the enrollment expansion of higher education in 1998, equity in Chinese higher education was generally stable. One important question associated with the enrollment expansion is how to regulate and improve the quality of higher education, which is also an appeal for procedural justice in higher education. The ultimate goals of Chinese action research are to improve teaching and learning, improve students' academic achievement, and promote teachers' professional development. The problem of education equity demands the dismantling of rigid systemic and structural presuppositions via open reflection and equal communication.
