"Dancing in a Cage": Changing Autonomy in Chinese Higher Education

Autor/inn/en	Yang, Rui; Vidovich, Lesley; Currie, Jan
Titel	"Dancing in a Cage": Changing Autonomy in Chinese Higher Education
Quelle	In: Higher Education: The International Journal of Higher Education and Educational Planning, 54 (2007) 4, S.575-592 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-006-9009-5
Schlagwörter	Foreign Countries; Higher Education; Educational Policy; Global Approach; Educational Change; Case Studies; Administrative Organization; Institutional Autonomy; Educational Trends; Policy Analysis; Educational Environment; Local Issues; Comparative Education; China + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politics of education; Bildungspolitik; Globales Denken; Bildungsreform; Case study; Fallstudie; Case Study; Institutionelle Autonomie; Bildungsentwicklung; Politikfeldanalyse; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Vergleichende Erziehungswissenschaft
Abstract	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. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10