Study On The Policy Of Sino-foreign Cooperation In Running Schools In Chinese Higher Education

Based on the perspective of cross-border educational service,the study focuses on the policy of Sino-foreign cooperation in running schools in higher education,adopts qualitative research methods,attempts to make a theoretical response to the development of the policy,provides facts and theoretical basis for improvement of the policy of Sino-foreign cooperation in running schools in higher education,and helps the policy authorities to formulate more perfect policies.Sino-foreign cooperation in running schools in higher education is mainly based on the cross-border flow of institutions,involving various and multi-level stakeholders.Therefore,it is faced with the dilemma of "differential collection" in the specific practice of running schools."Differential collection" includes the cultural and institutional differences between service consumers and providers,the ones between the service-oriented cross-border educational cooperation and traditional national education,and also the ones between international practices and local cducational practices,etc.Those differences determine the complexity of cross-border educational service,the difficulty of quality supervision and effective evaluation of Sino-foreign cooperation in running schools in higher education,and the significance and value of the policy research in the field.Every type and mode of education possesses its own special operation law and value orientation.Firstly,from the theoretical perspective,the study concentrates on the analysis of attributes of characteristics of Sino-foreign cooperation in running schools in higher education,and clarifies that under the framework of cross-border educational services,it differs from the objective attribute representation of traditional education mode and general economic activities,so as to determine the internal logical structure between the elements of the cooperation.Secondly,from the perspective of practice,based on the multi-level stakeholder management system of the cooperation,it defines the stakeholders of cooperation,including six ones:Chinese government,foreign government,Chinese universities,foreign universities,and global market and students.Containment and unification of each subject’s demands for the rights and interests and their mutual interests reflect the subjective value of the policy of Sino-foreign cooperation in running schools in higher education.As an analytical frame of empirical research on the policy supply,it makes empirical analyses on the decision-making process and implementation results.With 30 years of development of Sino-foreign cooperation in running schools in higher education,the problems and contradictions in practice are constantly changing.However,the policy of the cooperation often fails to keep pace with the changes,resulting in a number of problems that the policy does not adapt to the practice of running schools.The study adopts qualitative research methods,extracts 256 labels and 19 groups of memoranda through the grounded theoretical research of three-level coding,and is abstracted into 5 categories and core ones,thus inferring the principles and operation mechanism of policy composition of Sino-foreign cooperation in running schools in higher education and cross-border educational service,etc.To sum up,the problems existing in the policy system include:1.legislative mechanism:lag in policies and regulations;2.supervision mechanism:limitations of centralized management system and lack of scientific design of examination and approval policy system;3.cooperation mechanism:establishment of the legal status of profit-making universities and legality of joint venture of foreign universities;4.risk prevention and control mechanism:lack of comprehensive guarantee of legal rights and interests of students,and lack of whole process supervision of quality assurance of foreign cooperative universities;5.standard mechanism of teaching quality:lack of effective demonstration of the Four "One-third Teaching Standards",and imperfection of qualification approval standards of foreign teachers.The root causes of the above five problems are:1.incomplete systematic understanding of the policy value orientation;2.confusion of the policy objects of education importing countries and education exporting ones;3.the path dependence of traditional higher education mode.Finally,on the basis of the above research and analyses,the paper puts forward the improvement direction and optimization strategy of the policy of Sino-foreign cooperation in running schools in higher education,including principles and regularity recognition of the policy design,legal norms for the improvement of the policy,and constructing the operation mechanism of policy supply.