Institutional Response to Higher Education Reforms in China: A Content Analysis and Expert Survey

Introduction. Global competition is prompting governments in many countries to implement large-scale reforms to improve the competitiveness of their universities. In response, China is implementing long-term programs to achieve academic excellence, reflecting a unique model of educational modernization. Despite a significant number of studies on the issue of reform, their perception by the Chinese university community has not been sufficiently researched. The aim of this study is to examine the perception of educational reforms by university faculty and administrators based on an analysis of documents and expert opinions. Materials and Methods. As part of the study, a survey was conducted among 68 experts representing universities, teacher training colleges, schools, and educational institutions of various levels, including central and regional organizations related to China’s higher education system. An in-depth interpretation of the results and verification of the identified trends were carried out through an analysis of regulatory acts and policy statements by the senior leadership of the PRC on the development of higher education. A content analysis was conducted to track changes in rhetoric in official documents from different years. At the final stage, empirical data were compared with the results of the content analysis, which ensured the integrity and validity of the research conclusions. Results. The expert survey confirmed that many priorities of state programs correspond to actual changes in universities. Teachers and administrators generally give a positive assessment of the reforms that have been implemented. Key success factors have been identified: systematic implementation of state plans, strict control of education quality, and development of university infrastructure throughout the country. Respondents noted the importance of targeted government funding for leading universities and cooperation between universities and corporations. Among the practical priorities for change, experts highlighted the introduction of innovative educational technologies, the development of practice-oriented programs, and the expansion of international cooperation at the institutional level. The evolution of reform goals from a focus on foreign models and internationalization to an emphasis on domestic scientific schools and the ideological framing of education as a national paradigm is demonstrated. Discussion and Conclusion. China’s experience of modernizing higher education represents a unique model that combines the strategic goal of achieving global scientific excellence with the preservation of national identity and strict centralized management. The authors’ conclusions contribute to the development of understanding of the institutional mechanisms of universities’ adaptation to state reforms in the field of higher education in China.