| Chinese higher education has enjoyed a rich and long history that spans several millennia. Since the fall of China's last dynasty, the impact of the economy on higher education has closely paralleled broader government policy. Initially this policy encouraged marketization, often termed Open Door Policy (1899--1949); it abruptly changed to a planned economy amidst the Cold War years (1949--1977); and it finally re-opened its doors through a period of gradual remarketization that has continuously gained momentum since the death of the Cultural Revolution. This dissertation analyzes the results of a study regarding market economic influences on Chinese higher education. The purpose of this study was to produce findings that supported three research issues: first, the role the market economy plays in shaping Chinese higher education reforms; second, the impact of market-driven higher education on social justice issues relating to access, equity, gender, minorities, and urbanicity; and third, the effectiveness of Chinese top higher education institutions (HEI) in producing maximum performance and efficiency in relation to organizational strategy, culture, technology, and structure. The dissertation concludes with a chapter on prominent higher education trends that surfaced from the findings in this study.; All findings were supported by quantitative and qualitative data collected from a series of questionnaires and in-depth interviews using triangulation techniques. The questionnaires used in this study were based on those of UCLA's Higher Education Research Institute (HERI), the first time these surveys have been administered to students (n = 989), faculty members (n = 147), and administrators (n = 48) at HEIs in China. Qualitative interview instruments were designed by the author in an attempt to strengthen quantitative findings from the HERI surveys. The set of questions in the interview instrument targeted social justice issues of educational equity and access, socio-economic status background, and various items related to behavior patterns, social norms, and institutional culture.; Possessing the world's largest education system and potentially largest national higher education subsector, China merits the attention of global scholars, policy makers, educators, and investors. This research project provides the reader with a comparative analysis of ten of China's leading universities stratified by geographic region. Ultimately, this study aims to inform students, educators, and policy makers on the status of higher education in China today, and how effective and efficient universities are at adapting to the dynamic needs of an increasingly global market economy. Technology, skills acquisition, and innovation---innate characteristics of HEI---are all necessary to continue the economic momentum that promises to sustain China as an economic powerhouse throughout the twenty-first century. |
