Research On Foreign-born Faculty Introduction Policy Since Reform And Opening

Foreign talents are increasingly becoming one of the important human resources for a country to participate in international competition and enhance national soft power and comprehensive national strength.The introduction of foreign-born faculty is an important element of internationalization of higher education in China.Local governments in China take the introduction of foreign-born faculty as an important initiative to seek their own innovation-driven transformation development and the development of university disciplines and knowledge innovation,and have introduced a series of policies and measures.The introduction of these policies has introduced and gathered a number of foreign-born faculty to a large extent,providing intellectual support for local development,especially enriching the faculty for local universities.Based on the analysis of the historical evolution of foreign-born faculty’s introduction policies in China,this study explores the overall layout of foreign-born faculty’s introduction by the central government in China at the present stage,and sets standards and directions for the formulation of foreign-born faculty’s policies by local governments and universities.Based on the geographical division of China and the consideration of cities that have achieved significant results in attracting foreign-born faculty in recent years,three representative provinces and schools in the eastern,central,and western regions of China were finally selected as the research samples for the policy text analysis.Based on policy instrument theory and policy system theory,this study uses NVIVO for word frequency statistics and thematic clustering analysis,and finds that the existing policies for introducing foreign-born faculty at national,provincial and school levels revolve around the four aspects of "introduction,cultivation,use and retention".By further coding and analyzing the contents of the policy texts,we found that the policy system of introducing foreign-born faculty in China can be divided into four policy areas,namely,teacher introduction,teacher cultivation,teacher use,and teacher retention,and subdivided into 16 sub-themes,namely,introduction objectives,introduction criteria,introduction methods,resource allocation,development platform,innovation and entrepreneurship support,team building,training and exchange,teaching management,research management,social services,personnel management,salary and remuneration,welfare and compensation,social support,and green channel.policy themes.In the overall layout of policy contents,China provides better support for foreign-born faculty from the four dimensions of hiring,using,managing,and serving,with the central-provincial-university complementing each other.For the analysis of specific policy documents,this study analyzes the most representative foreign-born faculty introduction policies in force in different regions in terms of policy subjects,policy goals,policy contents,and policy tools,and finally finds that the foreign-born faculty introduction system in China presents a policy content dominated by central policies and supplemented by local policies,and an organizational structure with a superior-subordinate administrative system,and the development of policies requires multi-departmental cooperation.The process of foreign-born faculty introduction can effectively perform the safeguard and development functions of foreign-born faculty introduction policy only when the four links and different policy instruments work together,and the links undertake each other and constitute the integrity of the policy content text.There are significant differences in the policy focus of different provinces,with Beijing’s foreign-born faculty introduction policy placing more emphasis on safeguard policy tools,Hubei’s foreign-born faculty introduction policy emphasizing the function of developmental policy tools,and Sichuan’s foreign-born faculty introduction policy system focusing on both incentive-based and safeguard policy tools.In the context of relying on local government policy documents,universities make their own foreign-born faculty management methods according to their development orientation.In terms of content,the descriptions of foreignborn faculty’ approaches in different universities differ in different policy areas,with the most and most detailed regulations in the area of introduction in general and the least in the area of teacher cultivation,and all three universities have no introduction to the policy theme of green channel,indicating that administrative power such as simplification of administrative affairs is concentrated in the hands of the government and universities have no right to intervene.Based on the above analysis,the policy system for the introduction of foreign-born faculty in China still needs to be improved continuously,and it is necessary to continue to deepen the reform of the government management system,decentralize multiple subjects,strengthen the inner connection of the policy contents,linkage management of multiple parties,give play to regional advantages,and pay attention to the cultivation of foreign-born faculty.The contents of different foreign-born faculty introduction policies still need to be supplemented to give more play to regional advantages to attract more foreign-born faculty to work in China and promote the development of higher education in China.