Dancing in a cage: Changing autonomy in Chinese higher education

In China, the central government has released a series of key policy initiatives over the last twenty years to foster decentralisation of control over higher education, giving prominence to discourses of increased autonomy for both universities and academics. This article reports findings of an empi...

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Bibliographic Details
Published in:Higher education 2007-10, Vol.54 (4), p.575-592
Main Authors: Yang, Rui, Vidovich, Lesley, Currie, Jan
Format: Article
Language:English
Subjects:
Academic freedom
Academic staff
Accountability
Administrative Organization
Ausland
Autonomy
Case Studies
Central government
China
Chinese languages
Colleges and universities
Comparative Education
Context
Decentralization
Devolution
Education
Education policy
Education systems
Educational Change
Educational Environment
Educational Policy
Educational reform
Educational research
Educational sociology
Educational Trends
Fees
Focus
Foreign Countries
Funding
Global Approach
Globalisierung
Globalization
Governance
Government
Hegemony
Higher Education
Hochschule
Hochschulsystem
Hong Kong
Hostages
Institutional Autonomy
Interviews
Local Issues
Methods
Nanjing University
Nanjing University of Science
Personal autonomy
Policy Analysis
Political freedom
Research universities
Singapore
Staat
Studies
Universities
University government relationship
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Summary:In China, the central government has released a series of key policy initiatives over the last twenty years to foster decentralisation of control over higher education, giving prominence to discourses of increased autonomy for both universities and academics. This article reports findings of an empirical study of changing autonomy in Chinese higher education and it focuses on the effects of these key policy developments in two case study universities. This research was part of a larger study of new power relationships emerging from changing policies on accountability and autonomy in Mainland China, Hong Kong and Singapore, located within a broader context of the impact of globalisation on higher education. The focus on the three regions was selected to begin to redress a Western hegemony in such research. The larger study is premised on the principle that globalisation is characterised by ongoing tensions between global commonalities and context-specific differences, and that it is important not to gloss over the complex and often contradictory national and local mediations of "global" policy trends. (HRKJ / Abstract übernommen).
ISSN:0018-1560
1573-174X
DOI:10.1007/s10734-006-9009-5