Electronic Thesis and Dissertation Repository

Thesis Format

Monograph

Degree

Doctor of Philosophy

Program

Education

Supervisor

Marianne Larsen

2nd Supervisor

Augusto Riveros-Barrera

Abstract

Abstract

While internationalization is omnipresent in the Chinese universities’ policy rhetoric and internationalization initiatives have been widely carried out, current research of China’s higher education internationalization mainly concentrates on the top research universities. This dissertation shifts the focus to study the internationalization of higher education in regional universities in China. Situated in the critical policy analytical framework, this study used qualitative case study approach to investigate national and institutional level perceptions of higher education internationalization in the Chinese context with a focus on a specific internationalization initiative, a double-degree program (SNZDD), in one regional public university (RU). Bourdieu’s concepts of field and capital were also used. The dissertation examines the following questions: 1. How is the internationalization of higher education conceptualized in the policies at national and institutional levels? 2. What has driven RU to engage in the process of the internationalization of higher education? 3. How has the SNZDD program benefited RU and the students associated with the SNZDD program? And 4. What are the challenges associated with the SNZDD program at RU?

This study found that the internationalization of the Chinese regional university has been mostly driven by an instrumentalist ideology (political and economic purposes) and partially driven by an educationalist ideology (academic purpose). The institutional internationalization ideology is consistent with the national internationalization ideology. A gap in understanding about internationalization between the higher university leaders/administrators and instructors has led to an imbalance in policy making involvement between these two groups. This study also found that market-based higher education internationalization may generate inequality in the long run.

This study recommends including university administrators, instructors and students in internationalization policy making and implementation.

Summary for Lay Audience

Summary for Lay Audience

While internationalization has become popular in the Chinese universities’ policy rhetoric and internationalization initiatives have been widely carried out, current research of China’s higher education internationalization mainly concentrates on the top research universities. This dissertation shifts the focus to study the internationalization of higher education in regional universities in China. Situated in the critical policy analytical framework, this study used qualitative case study approach to investigate national and institutional level perceptions of higher education internationalization in the Chinese context with a focus on a specific internationalization initiative, a double-degree program (SNZDD), in one regional public university (RU). Bourdieu’s concepts of field and capital were also used. The dissertation examines the following questions: 1. How is the internationalization of higher education conceptualized in the policies at national and institutional levels? 2. What has driven RU to engage in the process of the internationalization of higher education? 3. How has the SNZDD program benefited RU and the students associated with the SNZDD program? And 4. What are the challenges associated with the SNZDD program at RU?

This study found that the internationalization of the Chinese regional university has been mostly driven by political and economic purposes, and partially by academic purpose. The driving force for institutional internationalization is consistent with the national driving force for internationalization. A gap in understanding about internationalization between the higher university leaders/administrators and instructors has led to an imbalance in policy making involvement between these two groups. This study also found that market-based higher education internationalization may generate inequality in the long run.

This study recommends including university administrators, instructors and students in internationalization policy making and implementation.

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