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China’s international higher education policies 2010–2019: multiple logics and HEI responses

Higher Education volume 83, pages 695–710 (2022)Cite this article

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.

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  1. Social and Global Studies Centre, RMIT University, Melbourne, Australia

    Jing Qi

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Qi, J. China’s international higher education policies 2010–2019: multiple logics and HEI responses. High Educ 83, 695–710 (2022). https://doi.org/10.1007/s10734-021-00695-7

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