Literaturnachweis - Detailanzeige
| Autor/inn/en | Han, Shuangmiao; Mills, David |
|---|---|
| Titel | 'From Point to Surface': The Role of Policy Experimentation in Chinese Higher Education Reforms |
| Quelle | In: British Journal of Educational Studies, 69 (2021) 2, S.217-236 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Han, Shuangmiao) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0007-1005 |
| DOI | 10.1080/00071005.2020.1795079 |
| Schlagwörter | Higher Education; Educational Policy; Educational Change; Educational Development; Social Change; Policy Analysis; Case Studies; Comparative Analysis; Government Role; Foreign Countries; Universities; Organizational Change; China |
| Abstract | China has undergone unprecedented changes since the Reform and Opening-up policy in 1978. Policy experimentation (PE) has been key in generating and catalysing reforms in the process. This study proposes a conceptual framework to describe the different pathways of PE-enabled reforms. Comparing two empirically informed case studies, this study demonstrates the functions of this policy tool plays within China's higher education policy-making and development: generative, rhetorical and regulatory. The paper argues that PE can be a genuinely productive mechanism for producing, identifying and negotiating new policy options while allowing the government to supervise and regulate institutional reform behaviours. However, under certain conditions, it assumes more of a symbolic role allowing the government to acquire or consolidate reform legitimacy without engaging substantial innovation. By highlighting those key roles of PE, this paper provides a distinctive perspective for understanding the policy-making and reform process in China's higher education development. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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