Central-local relations and higher education stratification in China

The elite exclusion: stratified access and production during the Chinese higher education expansion

“…We have presented compelling evidence that the enrollment expansion might not negatively affect college quality if the college investments (especially in faculty resources) kept the same pace. However, as we show earlier that many colleges were limited to increase such investments, and the public funding has been concentrated on the selective institutions in China (Wang, 2014 ; Yang & Wang, 2020 ), the increase in enrollment and the differential college investments might have contributed to the expanding stratification in higher education. In Panel C, we explore the differential changes across college selectivity levels.…”

“…However, it is an empirically open question how college quality changed during the expansion as China started to invest heavily in higher education at the same time, particularly to elite universities (Carnoy et al, 2013;Yang & Wang, 2020). Given the inequality in investment and the high selection in the College Entrance Exam, we hypothesize [5] that the stratification in higher education institutions would persist and even enlarge; but the negative shock in college quality by increased enrollment in those non-selective colleges might not be sufficiently compensated by investment.…”

“…The organization of higher education also changed dramatically. The expansion was accompanied by differentiation and stratification that a stable higher education hierarchy comes into being (Li, 2004 ; Yang & Wang, 2020 ), which resulted in five selectivity tiers of higher education institutions, ranging from the top 39 universities to more than 1,000 three-year vocational colleges in the lowest selectivity tier.…”

Chinese migrant parents' educational involvement: Shadow education for left-behind children

“…4 It is prevalent in East Asian societies primarily because, as is often argued, East Asia features an educational culture that emphasizes social mobility through examination-oriented education (Seth, 2002), or as Kipnis (2011, pp. 117-121) noted, "literary masculinity"; secondly higher educational institutions there which direct students into hierarchical life paths are highly stratified (Lee & M€ uller, 2019;Yang & Wang, 2020). Regarding the second point, argued that a major reason shadow education, though popular among Canadian parents, still takes a "peripheral position" (p. 156) in Canadian education is that higher education there is relatively egalitarian (also see Aurini, Missaghian, & Milian, 2020).…”

Exploring Universal Implementation Strategies: Comparative Analysis of CIPP Models

“…Higher education in China is overburdened and of questionable quality (Yang & Wang, 2020;Bao, 2012). In Southeast Asia, Malaysian schools were initially established following the British model, but more advanced concepts in Malaysia show a biased focus, concentrating only on primary and secondary education with little attention to higher education (Sukumaran et al, 2021;Carter et al, 2021).…”