A comparison of institutional survival and development strategies used by Chinese and U.S. nongovernment institutions of higher educatio

During the 1980's, private or semi-private educational organizations emerged in the People's Republic of China as the country began opening up to the outside world. The country's rapid economic growth demanded large numbers of skilled people to fill jobs that were multiplying daily. With the government allowing some decentralization to accommodate its economic initiatives, education programs organized by nongovernmental entities soon became an important segment of the nation's educational system. Referring to these programs as "nongovernment education," this study examined Chinese nongovernment institutions of higher education in terms of activities specifically intended for institutional survival and development. Based on institutional strategies developed in the United States, the study investigated strategies that Chinese nongovernment institutions (NGI) have used compared to strategies used by American institutions of higher education. A survey questionnaire developed for this research was based on the linear, adaptive, and interpretive models developed by American organizational theorists. The survey was exploratory in nature and included quantitative and qualitative components. The survey achieved a 54 percent return rate from 47 institutions in 29 cities and 19 Chinese provinces.;In this study, Chinese NGIs' control structure, financial strength, program design, faculty quality, student recruitment, and employment of graduates are described. With data from both structured and open-ended questions, the relationships of institutional strategies with institutional characteristics and differences in the application of the strategies were examined. The findings were compared to the American experience of institutional survival and development.;The study concluded that the strategies developed in American higher education were also largely used by Chinese NGIs. However, the Chinese NGIs found the linear and the interpretive strategies more useful while the American institutions were found to rely more on adaptive strategies. The study attempted to formulate an alternative definition of nongovernment education in China. Additional strategies were identified, suggesting that the role of government in higher education should be considered by future theorists developing strategies for U.S. higher education.;The study provided numerous recommendations for government, NGIs, and further research regarding several issues in Chinese nongovernment education. The bibliography includes 29 citations from Chinese sources on nongovernment education, including selected central and local government policy documents issued during the 1980's.