In recent discussions surrounding university evaluations, a troubling trend has emerged, particularly regarding students like Zhang Tong, a junior at a university where comprehensive assessment scores play a crucial role in determining qualifications for graduate school recommendations. Students can earn additional points for awards in national or international competitions, which has led to an increasingly competitive environment. Zhang noticed that his peers were boosting their scores by participating in what are known as “water competitions”—events that offer high award rates for minimal effort.
“I realized everyone was looking for ways to stand out since the scores were so close,” Zhang explained. A quick search on social media took him to a platform that advertised various competitions, which led him to pay a 60 yuan fee to enter an English vocabulary competition labeled as an “international contest.” He received a third-place certificate just five days later, which conveniently contributed to his comprehensive score.
The concept of comprehensive assessment has become prevalent at many universities, serving as a yardstick for awards, scholarships, and graduate school recommendations. This increased emphasis on scores has prompted organizations to exploit the system by promoting low-credibility competitions with high success rates. Participants can win awards simply by paying a small entry fee and submitting minimal effort, often without any rigorous examination or scrutiny.
Experts in the field have raised concerns about the proliferation of these competitions, warning that they undermine the integrity and educational value of legitimate contests. “These events have turned into mere showcases of formality,” one expert stated, highlighting the potential negative impact on students’ academic integrity and fostering a sense of impatience and short-sightedness among them. The consensus is that regulatory measures must be strengthened to improve competition quality, and institutions should emphasize the importance of academic honesty to students to ensure they recognize the educational value of participation, rather than just the number of awards.
Another graduate student, Ning Meng, echoed these sentiments of frustration: “It feels like a race to join every kind of competition out there.” She shared that several classmates were also opting to enter competitions that sounded prestigious but required only a nominal fee for a place and boasted an overwhelming success rate. Such a culture has emerged at her university, driven by the pressure to attain high rankings for evaluations.
The trend of easily acquired awards has garnered widespread attention online, with students sharing their strategies for securing scholarships by merely participating in these competitions, which are often of questionable legitimacy. These competitions have been described as “water competitions,” a term used in the industry to denote events that are more about profit than academic integrity. Reports indicate that some events allow nearly all entrants to win awards, leading to an explosion of certificates that dilute the significance of true accomplishment.
One student, Li Lin, recounted his own experience with a “water competition.” He was surprised to find that the entries lacked any meaningful structure, as participants could easily register with no stringent requirements. “It felt more like buying a certificate than actually earning it through merit,” he shared, noting the simplicity of the exam questions and the lack of oversight during testing.
Further complicating the issue, some competitions are not only misleading but are organized under false pretenses that closely resemble legitimate events. Legal experts have pointed out that organizers of such events could face serious consequences, ranging from administrative penalties to civil liability, as they could infringe upon laws designed to prevent unfair competition.
As authorities continue to investigate these practices, students have expressed a shared concern regarding the integrity of their achievements. Many acknowledge that while the motivation to enhance their scores exists, engaging in competitions that lack substance does not foster authentic learning or meaningful growth.
Recognizing the need for structural reform, experts advocate for a clear demarcation between legitimate competitions and “water competitions.” They stress that students should focus on genuine learning experiences rather than merely accumulating accolades, urging that regulatory bodies work closely with educational institutions to establish stringent standards for academic contests.
Ultimately, it becomes clear that fostering a culture of honesty and genuine achievement will not only benefit students’ academic careers but will also preserve the integrity of educational competitions as a whole.
