China's International Higher Education Policies 2010-2019: Multiple Logics and HEI Responses

Autor/in	Qi, Jing
Titel	China's International Higher Education Policies 2010-2019: Multiple Logics and HEI Responses
Quelle	In: Higher Education: The International Journal of Higher Education Research, 83 (2022) 3, S.695-710 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Qi, Jing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-021-00695-7
Schlagwörter	Foreign Countries; Global Approach; Higher Education; Educational Policy; International Education; Institutional Characteristics; China + Suchen Sie Ihr Suchwort? Ausland; Globales Denken; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politics of education; Bildungspolitik; Internationale Erziehung
Abstract	The 2010s witnessed unparalleled policymaking and development in international higher education in China. Whilst research has shed light on the broader historical spectrum of China's international higher education policies, few studies have focused exclusively on those of the 2010s. This study builds upon the theoretical perspectives of "wenjian zhengzhi" and "institutional logics" to offer a timely and comprehensive analysis of the dynamics between Chinese policies on international higher education, practices of higher education institutions, and macro-societal orders. It examines two research questions through in-depth analysis of policy documents and scholarly literature: what institutional logics underpin China's international higher education policies of the 2010s? How have Chinese higher education institutions negotiated multiple and sometimes competing institutional logics in response to these policies? Findings show the ways that the state, market, corporation, profession, and community logics are embedded in the international higher education policies of the 2010s. Two specific areas of HEI practices are discussed to illustrate how higher education institutions blend and negotiate the competing logics in a search for compatibility. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01