Critical Policy Analysis of the Second Round of the Double First-Class Project in China

Abstract

Purpose This critical policy analysis aims to comprehensively examine the second round of China's first-class discipline development project, commonly known as the “Double First-Class Project” (DFC Project or Shuang Yi Liu Project). Design/Approach/Methods We conducted desk research between May 2022 and December 2023 using relevant policy documents, academic literature, news sources, and commentaries that specifically focused on the second round of the DFC Project in China. Employing a critical policy analysis approach, we analyzed the gathered data from three key perspectives: policy as text, policy as discourse, and policy effects (including both first- and second-order effects). Findings The second round of the DFC Project was implemented within the context of strengthened state regulation, prevalent managerialism, and an emphasis on promoting education equality in China's higher education development. A notable shift in structural dynamics occurred between the first and second round. These include the possibility of universities being added to or removed from the official list, increased academic autonomy for selected universities, and the promotion of interdisciplinary research within specific institutions. The implementation of the second round of the DFC Project reflects China's commitment to developing an internationalization strategy with Chinese characteristics. This strategy aims to align with China's national strategic needs and position the country as a cooperative partner, promoter, competitor, and potential leader in global scholarship. Originality/Value By employing a critical policy analysis approach, this study offers a comprehensive examination of the second round of the DFC project in China, contributing to existing knowledge on the development of world-class university policies in the country.