Why are some universities called universities and others called colleges?

Generally speaking, those with more than 8,000 students are often called universities, and those with less than 8,000 students and less than 5,000 students are called colleges. There are differences in the number of students enrolled, and there are also differences in disciplines and majors. Generally speaking, there are many major choices in universities and few in colleges. For universities, the proportion of graduate students is also different.

A college has only one major. For example, only medical majors are called medical schools. The university has many majors, such as social security and chemistry. Of course, this is just a qualification. Whether to call a university or just a college requires the approval of the Ministry of Education.

Extended data:

University teachers have higher requirements for academic qualifications, mostly graduate students and doctoral students from key universities, and all teachers must reach a certain proportion of academic qualifications. For colleges, it is relatively easy, and there is no requirement for teachers' academic qualifications to reach a certain proportion. Postgraduates from some excellent universities can have the opportunity to be hired.

Colleges can be independent schools, and many universities also have their own subordinate secondary colleges (departments) or independent colleges established by ordinary universities in cooperation with social organizations or individuals other than state institutions.

The name of university science is ordinary colleges and universities, and it is a cultural institution with unique functions. It is an institution of higher learning that inherits, studies, integrates and innovates advanced academic knowledge, and is interrelated with socio-economic and political institutions.

It is not only the product of the development of human culture to a certain stage, but also a unique university culture gradually formed on the basis of long-term school-running practice through historical accumulation, self-efforts and the influence of external environment.

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