Rethinking University Governance in China: A Theoretical Perspective on Autonomy and Accountability

Abstract

China’s higher education system faces a dynamic tension between institutional autonomy and state accountability. Historically, Chinese universities were tightly controlled by government agencies, but recent reforms have gradually increased their decision-making freedom in areas like curriculum, faculty appointments, and finances. This article adopts a conceptual and historical analysis, drawing on policy documents and recent scholarship to examine governance models. It applies governance theory and comparative perspectives to analyze how autonomy and accountability are balanced (or imbalanced) in Chinese universities. We find that while universities now enjoy greater autonomy in academic and administrative matters, the government continues to exercise effective control over key domains such as strategic direction and ideological education. Reforms have introduced elements of New Public Management and performance-based accountability – for example, competitive funding schemes and evaluations like the “Double First-Class” initiative that tie resources to outcomes. These mechanisms have propelled Chinese universities to improve research output and global rankings, but they also enforce government agendas and create new pressures on academic freedom. China’s governance approach represents a hybrid model: it grants universities conditional autonomy to innovate and excel, yet reinforces accountability through political oversight and rigorous evaluations. Achieving a more optimal balance will require enhancing legal protections for academic freedom and developing accountability systems that prioritize educational quality and societal needs over narrow performance metrics.

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