Abstract
The purpose of this study is to analyzes the formation and changes in the BK21 project using policy feedback theory, which assumes that policies at earlier stages influence policies at subsequent stages. The analysis revealed that the BK21 project concentrates resources on leading universities in the metropolitan area, science and technology specialized universities, and regional hub universities. This focus is determined through a quantitative assessment centered on the social construction of a “research-oriented university.” Furthermore, the study interprets this persistence as a result of reinforcing vested interests through the enhanced educational and research capabilities (resource effects) and increased self-efficacy among the selected universities in subsequent projects and policy decision-making processes (interpretive effects), leading to path dependence. The significance of this study lies in its expanded application of policy feedback theory from individual to organizational behavioral levels, confirming its usefulness in analyzing domestic education policies.
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