Can the ‘Application-Assessment’ System Fairly Select Excellent Doctoral Students? Evidence from 39 Top Universities in China

Based on survey data on the quality of doctoral training in China, this study employs empirical research methods to assess the fairness and efficiency of the ‘Application-Assessment’ system in ‘Double First-Class’ universities. The results show that students admitted through this system do not possess superior social or academic capital; however, they demonstrate higher academic aspiration. Furthermore, compared with other doctoral candidates, those admitted through this approach exhibit weaker research output and core competencies. These findings indicate that although the ‘Application-Assessment’ system ensures fairness in access to doctoral education, its screening efficiency still requires improvement. To better balance fairness and efficiency in doctoral admissions, this study proposes the following: First, restrictions related to applicants’ academic pedigree and social background should be further relaxed to promote a more diverse doctoral student body. Second, soft skills, such as academic interest, curiosity, and research resilience, should be incorporated into the scope of ‘expert recommendation letters,’ and a broader range of assessment methods, such as multiple mini-interviews, should be considered. Finally, although entrance examinations may help identify candidates with research potential, subsequent training components such as coursework, academic exchanges, and research projects are essential for enhancing doctoral students’ academic capabilities.