Building world class universities in China: exploring faculty’s perceptions, interpretations of and struggles with global forces in higher education

Kim, Dong‐Bin; Song, Quirong; Ji, Liu; Liu, Qingqin; Grimm, Adam

doi:10.1080/03057925.2017.1292846

Cited by 50 publications

(30 citation statements)

References 27 publications

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“…Song (2017) comments that matching features of 'World-Class' and 'Chinese Characteristics' is not easily achieved. This research is also supported by evidence from Kim, Song, Liu, Liu, and Brimm (2018) over faculty's perceptions concerning the privileging of the global in higher education over the national and the local leading to some 'gaps' between administration and faculty. Chen (2017) identifies the key issues of building 'world-class' universities as revolving around quality, quality assurance and rankings in the shift from national elite to world-class status.…”

Section: China's Double First-class University Strategy: 双一流supporting

confidence: 51%

China’s double first-class university strategy: 双一流

Peters

Besley

2018

Educational Philosophy and Theory

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Section: China's Double First-class University Strategy: 双一流supporting

confidence: 51%

China’s double first-class university strategy: 双一流

Peters

Besley

2018

Educational Philosophy and Theory

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“…Studies have considered the difficulties Chinese 20 IJCED 20,1 universities, both domestic and transnational, face with alternating governmental policies in an environment of countervailing changes in local demand for massification along with national pressures for globalization (see Ross and Lou, 2005;Han, 2016, 2017). Similarly, Kim et al (2017) looked at how Chinese professors struggled with the interpretation of the world-class university concept, as the central government focused on international outlook in lieu of the national and local characteristics. A recent framework was even recently established to help examine the pushes and pulls of glocalization on educational changes in China (Huang et al, 2015).…”

Section: Glocalizationmentioning

confidence: 99%

Glocalizing cures for China’s brain drain ills

Kim

Allen

2018

IJCED

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Purpose The purpose of this paper is to examine how the Chinese Central Government’s plan to alleviate brain drain, called the Thousand Talents Plan, has been glocalized by three major local governments: Shanghai, Tianjin, and Guangdong. Design/methodology/approach The lens of glocalization pays special attention to the impact of local reactions to global forces. Materials from the Recruitment Program of Global Experts for three major cases were examined for glocal characteristics. An analysis of each case was carried out to compare the strategies and implementations to explore the individual glocalizations and larger national similarities. Findings The findings show that each of the localities has distinct regional variations in their strategies: Shanghai utilized its economic prowess, Tianjin focused on clustering experts, and Guangdong maximized its geographic proximity to Hong Kong. At the same time, all three policies were still rooted in human capital development theory, with a keen emphasis to attracting migrants with greater propensity for staying long term in China. Originality/value The study of brain drain is important because it is a problem that plagues communities around the world, especially non-western societies. While China’s tactics to combat brain drain have been examined, the consideration of glocalization in the cases of Shanghai, Tianjin, and Guangdong have not been carried out.

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“…In contrast, the "up-or-out" system is built on contractbased employment and performance-related promotion. This system, as a mode of neoliberalised higher education (Kim et al, 2018), has been widely implemented in Chinese universities, especially the prestigious ones. Only competitive PhD graduates with an emerging track record of publishing in leading journals are offered tenure-track positions, and this mirrors the global trend that requires ECAs to enter academia as already successful players (Heffernan, 2022).…”

Section: Introductionmentioning

confidence: 99%

Thriving in the neoliberal academia without becoming its agent? Sociologising resilience with an early career academic and a mid-career researcher

Yin

2022

High Educ

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In educational research, there has been much stricture of neoliberalism as a scourge. In the higher education sector, the neoliberal turn has been observed as eroding academic freedom and deprofessionalising academics. Early career academics are often described as victims of neoliberalism. In this paper, we take a positive perspective through a deep dive into resilience that enables self-transformation and, potentially, system change. Our paper is situated in the Chinese higher education context where the “up-or-out” system has been put in place, mirroring the neoliberal university at a global range. We — a mid-career researcher and an early career academic — analyse our collective narratives generated through WeChat text and voice message. Drawing insight from Bourdieu’s reflexive sociology, our narratives lead to four themes: capital accumulation and self-transformation, shaping the publication habitus, emancipation from symbolic violence, and resilience to symbolic domination. We conclude the paper with a call for sociology of resilience and recommendations for deneoliberalising higher education.

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Building world class universities in China: exploring faculty’s perceptions, interpretations of and struggles with global forces in higher education

Cited by 50 publications

References 27 publications

China’s double first-class university strategy: 双一流

China’s double first-class university strategy: 双一流

Glocalizing cures for China’s brain drain ills

Thriving in the neoliberal academia without becoming its agent? Sociologising resilience with an early career academic and a mid-career researcher

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