What is the problem represented to be in China’s world-class university policy? A poststructural analysis

Exploring the geographies of transnational higher education in China

“…The ideological concerns and developmental strategies of the Chinese central authority also play an important role in shaping the forms of academic knowledge that are imported. First, social sciences and humanities are largely excluded from Chinese-foreign TNHE projects not only because of their relatively low commercial value (making them less attractive to students), but also because the varied ideologies, paradigms, and discourses inherent in these subjects have the potential to conflict with China's state ideology (Woo, 2022). The 2003 Regulations on Chinese-Foreign Cooperation in Running Schools has clearly stipulated that "Chinese-foreign cooperation in running schools shall abide by the laws of China, implement China's educational policies, comply with Chinese public ethics and shall not jeopardise China's sovereignty, security and public interests."…”

“…training but also to obtain state-of-the-art scientific technologies and managerial experience to boost the synthetic capacity and international competitiveness of Chinese universities (Yang, 2014). Internationalisation of higher education is part of the Chinese state's comprehensive package of education modernisation strategies (also see Woo, 2022).…”

“…The ideological concerns and developmental strategies of the Chinese central authority also play an important role in shaping the forms of academic knowledge that are imported. First, social sciences and humanities are largely excluded from Chinese–foreign TNHE projects not only because of their relatively low commercial value (making them less attractive to students), but also because the varied ideologies, paradigms, and discourses inherent in these subjects have the potential to conflict with China’s state ideology (Woo, 2022). The 2003 Regulations on Chinese–Foreign Cooperation in Running Schools has clearly stipulated that “Chinese–foreign cooperation in running schools shall abide by the laws of China, implement China’s educational policies, comply with Chinese public ethics and shall not jeopardise China’s sovereignty, security and public interests.” In 2017, the Central Committee of the Communist Party of China (CCP) and the State Council issued the Opinions on Strengthening and Improving Ideological and Political Work in Colleges and Universities under the New Situation, which further attached great importance to ideological and political work in Chinese–foreign cooperative education and emphasised the guiding position of Marxism and the leadership of CCP.…”

“…By encouraging high‐level public universities to cooperate with world‐class overseas institutions, the Chinese authority wishes to improve not only the quality of teaching and talent training but also to obtain state‐of‐the‐art scientific technologies and managerial experience to boost the synthetic capacity and international competitiveness of Chinese universities (Yang, 2014). Internationalisation of higher education is part of the Chinese state’s comprehensive package of education modernisation strategies (also see Woo, 2022).…”

High‐performance human resource practices and employee well‐being: the role of networking and proactive personality

“…While legalism constructs a fair and straightforward management system to regulate employees' behaviors and performance, it disregards their affective experiences (Casas Klett and Arnulf 2020; Ma and Tsui 2015). However, legalistic management may not be suitable for knowledge‐based employees, who have human capital that is both valuable and unique and who become increasingly critical of the organization, in the context of the upgrading of the labor force structure in China (Woo 2022). In order to maximize these employees' productivity, employers should encourage their commitment to organizations' long‐term orientation (Lepak and Snell 2002; Yin, Wang and Lu 2019), which primarily comes from the improvement of their satisfaction and well‐being (Meyer and Maltin 2010).…”