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The Quest for World-Class Universities in China: Examining Faculty Members’ Subjectivities Under the Logics of Neoliberal Globalization

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Western University Scholarship@Western Electronic Thesis and Dissertation Repository 4-24-2018 1:00 PM The Quest for World-Class Universities in China: Examining Faculty Members’ Subjectivities under the Logics of Neoliberal Globalization Bailing Zhang The University of Western Ontario Supervisor Rezai-Rashti, Goli The University of Western Ontario Joint Supervisor Martino, Wayne The University of Western Ontario Graduate Program in Education A thesis submitted in partial fulfillment of the equirr ements for the degree in Doctor of Philosophy © Bailing Zhang 2018 Follow this and additional works at: https://ir.lib.uwo.ca/etd Part of the Social and Philosophical Foundations of Education Commons Recommended Citation Zhang, Bailing, "The Quest for World-Class Universities in China: Examining Faculty Members’ Subjectivities under the Logics of Neoliberal Globalization" (2018). Electronic Thesis and Dissertation Repository. 5368. https://ir.lib.uwo.ca/etd/5368 This Dissertation/Thesis is brought to you for free and open access by Scholarship@Western. It has been accepted for inclusion in Electronic Thesis and Dissertation Repository by an authorized administrator of Scholarship@Western. For more information, please contact [email protected]. Abstract This study provides a deeper knowledge and understanding about the ways in which multiple local and global discourses shape the policies that emphasize the building of world-class universities in China. As such, it examines the influence of neoliberal forces of globalization on institutional and individual responses to these policies, with attention to their transformational impact on the subjectivities of the faculty members. This qualitative case study (Creswell, 2009; Stake, 2005; Thomas, 2011a) was informed by an engagement with a number of interrelated and complementary critical social theories, namely, a Foucauldian analytical framework (Foucault, 1980a, 1980b, 1987, 1993), critical policy theories (Ball, 1994, 2005; Ball, Maguire & Braun, 2012; Rizvi & Lingard, 2010) and globalization studies (Rizvi, 2008, 2014; Rizvi & Lingard, 2006; Burawoy, 2000). In-depth interviews were conducted with fifteen faculty members from a high-ranking university in a less developed province in China, and data were analyzed through drawing upon the relevant national and institutional policies, examining China’ specific historical and cultural realities, and engaging with the above-mentioned critical theoretical framework. This study has found that the quest for world-class universities in China is consistent with the logics of neoliberal globalization as manifested through a discourse that values efficiency, deliverability and performance, and encourages competition, excellence and high rates of return. It provides insights into the terms and enactment of various educational and economic policies in China that are driven by such a neoliberal rationality, and how this rationality was negotiated within a particular local context, entered into the university system to influence governance of higher education, as well as gradually penetrated the minds of academics to shape their subjectivities. This study fills an empirical gap by examining, from a critical lens, the complicated process of construction of academic subjects in relation to specific i policy enactment. It provides theoretical possibilities for future critical policy studies and studies on neoliberal globalization. It also identifies significant issues emerging from China’s current pursuit of WCUs, particularly with regards to raising critical awareness and reconsideration of the roles of faculty members and the question of balancing quality and equity in the process of policy enactment. Key words: subjectivity, neoliberalism, governmentality, critical policy analysis, globalization, higher education in China, world-class universities ii Acknowledgements I would like to express my sincere gratitude and appreciation to people who have made this dissertation possible. First and foremost I am deeply indebted to my supervisors, Dr. Goli Rezai-Rashti and Dr. Wayne Martino. I am so privileged and honored to have both of you as my academic supervisors. I have benefited immensely from your profound knowledge, insightful guidance and who you are as exceptional researchers, wonderful persons and role models. This dissertation would not have been possible without your consistent encouragement, heartwarming help, and unfailing support. I am very much grateful to the Faculty of Education at the University of Western Ontario for creating such a rigorous and supportive academic environment, and also providing the research fellowship to sustain my work. I wish to give my heartfelt thanks to my master’s supervisor, Dr. Carol Schick, who has led me into the field of equity and social justice in education. You are a constant source of inspiration for me. Sincere thanks also go to my mentor and friend, Dr. Dongyan Blachford. For all these years your help and encouragement have meant a lot to me. I am indebted to all participants in this study. Thank you for generously spending your time to support my work and providing so many thought-provoking perspectives. iii Dedication This dissertation is dedicated to my family. To my husband, Jie Wen, I am truly grateful that you are part of my life. Thank you for your emotional and practical support over the years. To my beloved parents, Yuxiang Lu and Yanli Zhang, thank you for your encouragement and unconditional love. To my dear sister and best friend, Baiyu Zhang, thank you for always being there for me and inspiring me to keep moving forward. Finally, to my little boy, Ethan, thank you for the joys you have brought to my life. You have made me better, stronger and more motivated. iv Table of Contents Abstract ............................................................................................................................................ i Acknowledgements ........................................................................................................................ iii Dedication ...................................................................................................................................... iv Table of Contents ............................................................................................................................ v List of Tables ............................................................................................................................... viii List of Appendices ......................................................................................................................... ix Chapter One: Statement of the Research Problem and Theoretical Framework ............................ 1 Statement of the research problem and research questions ........................................................ 1 Elaboration of the problem ......................................................................................................... 2 Significance of the Study ............................................................................................................ 8 Theoretical framework ................................................................................................................ 9 The Foucauldian analytic framework: Foucault’s notions of power, knowledge, subjectivity and governmentality................................................................................................................ 9 Power as a productive network. ........................................................................................ 10 Knowledge and truth as effects of power. ........................................................................ 13 Subject as effects of power and the art of governmentality .............................................. 17 Policy sociology as a critical response to traditional educational policy research. .............. 23 The theorizing of policy enactment. ................................................................................. 25 Understanding globalization as an empirical fact, an ideology and a social imaginary. .. 31 Locality vesus globality: insights from globalization studies. .............................................. 34 Summary. .............................................................................................................................. 42 Chapter Two: Literature Review .................................................................................................. 43 Introduction ............................................................................................................................... 43 The policy context and government initiatives. ........................................................................ 43 The institutional strategies ........................................................................................................ 52 Problems and critical reflections ............................................................................................... 57 Summary ................................................................................................................................... 66 Chapter Three: Methodology and Methods .................................................................................. 68 Introduction ............................................................................................................................... 68 Qualitative case study ..............................................................................................................
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