Building world class universities in China: exploring faculty’s perceptions, interpretations of and struggles with global forces in higher education

Abstract

Employing a glonacal (global, national and local) heuristic as a theoretical lens, and a qualitative analysis with interview data, this study highlights how Chinese faculty members interpret the definitions and implications of pursuing world class universities (WCUs) and struggle with the multiple dimensions of their academic lives across global, national and local dimensions. The findings indicate that faculty members believe that the quest to build WCUs in China has been narrowly defined by the government, which emphasises international/global dimensions, rather than national or local. Because of this, Chinese professors believe that there are growing gaps between administration and faculty. Yet they recognise significant advancement in hardware and facilities, especially in the fields of science, technology, engineering and mathematics. This study confirms that faculty’s academic lives are intricately interlinked across the glonacal economy and that faculty continue to navigate their roles across all dimensions.