CHAPTER ONE INTRODUCTION 1
1.1 Background 1
1.2 Research question and aims 3
1.3 Definition of terms 4
1.4 Research design 6
1.5 Significance of the study 7
1.6 Researcher identity 9
1.7 Structure of thesis 11
1.8 Chapter summary 12
CHAPTER TWO HISTORICAL AND GLOBAL CONTEXT OF HIGHER EDUCATION REFORM IN CHINA 13
2.1 Introduction 13
2.2 Higher education in China:A historical review 13
2.2.1 Higher education in China:Before 1949 14
2.2.2 Higher education in China:1949—1976 16
2.2.3 Higher education in China:1977—1991 19
2.2.4 Higher education in China:Since 1992 21
2.2.5 Summary 30
2.3 Globalisation and higher education 31
2.3.1 Globalisation 32
2.3.1.1 Three major debates 32
2.3.1.2 The dimensions of globalisation 35
2.3.1.3 International organisations 40
2.3.2 Restructuring of the higher education sector:A global trend 43
2.4 Emergence of the enterprise university 46
2.4.1 Neoliberal policy and the enterprise university 46
2.4.2 The knowledge economy and the enterprise university 47
2.4.3 Academic cultures and the enterprise university 47
2.4.4 Technological developments and the enterprise university 48
2.5 Chapter summary 49
CHAPTER THREE THEORETICAL FRAMEWORK 50
3.1 Introduction 50
3.2 Social imaginaries 51
3.2.1 Castoriadis and studies of social imaginary 51
3.2.2 Recent studies using social imaginary 57
3.3 Governmentality 59
3.3.1 Significance of governmentality 60
3.3.1.1 Foucault and governmentality 60
3.3.1.2 Miller and Rose on governmentality 62
3.3.1.3 Applications of governmentality in Western contexts 67
3.3.1.4 Recent development of governmentality studies 69
3.3.2 Key concepts:Power,government,subjectivity and space 73
3.3.2.1 Power 73
3.3.2.2 Government 74
3.3.2.3 Subjectivity 75
3.3.2.4 Space 76
3.3.3 Governmentality and social imaginary 77
3.3.4 Applications of governmentality in the context of China 78
3.4 Chapter summary 83
CHAPTER FOUR METHODOLOGY AND RESEARCH DESIGN 85
4.1 Introduction 85
4.2 Genealogy 85
4.3 Critical policy analysis 88
4.4 Components of the study 90
4.4.1 Constituting the global imaginary of the enterprise university 90
4.4.2 Investigating the national imaginary of contemporary Chinese universities 91
4.4.3 Constituting the imaginaries of contemporary Chinese universities 93
4.5 Chapter summary 93
CHAPTER FIVE GOVERNMENTAL RATIONALITIES OF HIGHER EDUCATION POLICY IN CHINA 95
5.1 Introduction 95
5.2 The Decision on the Reform of China's Educational Structure(1985):Initiator of higher education reform 98
5.2.1 Policy context 98
5.2.2 Rationalities of the 1985 Decision 100
5.2.3 Technologies of the 1985 Decision 106
5.3 Governmental rationalities of China's higher education policy(1992—2010) 112
5.3.1 Knowledge of the objects of government 112
5.3.1.1 International competition 112
5.3.1.2 The introduction of the socialist market economy 115
5.3.1.3 Knowledge economy 123
5.3.1.4 Human capital 127
5.3.1.5 A xiaokang society 139
5.3.2 Morality of authorities 146
5.3.2.1 Morality of the CCP Committee 148
5.3.2.2 Morality of the government 151
5.3.2.3 Morality of the Ministry of Education 160
5.3.3 Language of representation 161
5.3.3.1 Discourses of globalisation 162
5.3.3.2 Socialist discourses 165
5.4 Chapter summary 168
CHAPTER SIX GOVERNMENTAL TECHNOLOGIES OF HIGHER EDUCATION POLICY IN CHINA 170
6.1 Introduction 170
6.2 Mechanisms and strategies 171
6.2.1 Macro-regulation of the government 172
6.2.1.1 Reform of administration and transformation of government functions 172
6.2.1.2 Appropriation of funds and legislation 173
6.2.1.3 Diversified provision of higher education 173
6.2.1.4 Supervision 173
6.2.1.5 Educational equity and justice 174
6.2.1.6 Tracking and monitoring the policy implementation process 174
6.2.2 Measures of university self-development 175
6.2.2.1 Independent fund-raising by the university 176
6.2.2.2 Quality and efficiency:Competitiveness and prestige 180
6.2.2.3 Rencai selection,cultivation and distribution 182
6.2.2.4 Construction of university infrastructure 184
6.2.2.5 Moral education 185
6.3 Subjectivities and spaces 186
6.3.1 Autonomous and entrepreneurial subjects 186
6.3.2 Obedient subjects 188
6.3.3 New discursive and physical spaces 189
6.4 Chapter summary 193
CHAPTER SEVEN CONCLUSION 196
7.1 Introduction 196
7.2 The practice of critique 197
7.3 Global imaginary of the enterprise university 198
7.4 Critical analysis of China's higher education policy at a national level 200
7.5 Significance and implications 203
7.6 Limitations of the study 205
7.7 Suggestions for further research 206
7.8 Concluding remarks 207
REFERENCES 209
APPENDIX LANGUAGE TRANSLATION PROCESS AND SAMPLE 225