Inrecent years, as the universities expand their enrollment, China's highereducation has transformed from the elite education into mass higher education.At the same time, the quality of higher education has been suffering immenseimpact. The number of college graduates, aged 22 to 29, has been growing sorapidly over the past decade that the employment has become a grave situation,which  causes us to think :Which one ismore important now, quality or quantity?                    Now, no doubt, quality ismore important.

Enrollmentdoes more harm than good. The supply of university graduates exceeds social demand. The supply-side explanation assumes that the1998 enrollment number was just right and that subsequent expansion outpacedthe needs of the Chinese economy. With 1999'sextending of the college enrollment, the number of graduates in China becomeslarger and larger, while the employment rate continues to descend.

Business programs are also, not surprisingly,highly lucrative for universities, leading to an institutional focus onquantity of students over quality of education. Collegescan easily get more funds. As policymakers’ champion improvinggraduation rates, it is appropriate to ask: Did students actually get what theywant to learn in contemporary higher education?

We need a uniform and scientific monitoringstandard of quality information of higher education indeed for the quality of college studentsdirectly influences social construction and development process. Quantityshould not be the important index in evaluating the school running quality andlevel of the universities. China’s higher education still has a long way to goto catch up with the developed countries’, but on this way, we always need toremember that quality is more substantial.