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|Title: ||Managing institutions : survival of minban secondary schools in mainland China|
|Other Titles: ||Yun chou zhi du : Zhongguo da lu min ban zhong xue de sheng cun|
運籌制度 : 中國大陸民辦中學的生存
|Authors: ||Wang, Ying (王穎)|
|Department: ||Department of Applied Social Studies|
|Degree: ||Doctor of Philosophy|
|Issue Date: ||2010|
|Publisher: ||City University of Hong Kong|
|Subjects: ||Private schools -- China.|
High schools -- China.
|Notes: ||CityU Call Number: LC54.C6 W36 2010|
xii, 409 leaves 30 cm.
Thesis (Ph.D.)--City University of Hong Kong, 2010.
Includes bibliographical references (leaves 382-405)
|Abstract: ||Minban education has already established its position in China's
education system. Diversification, uneven development across regions,
market-oriented, coexistence and confusion of multiple ownerships are
its major features. However, there is still limited systematic study on its
The emergence of minban schools represents the parents and students'
need for alternative education. The external demands from these
stakeholders, as well as from the government, constitute the institutional
environment impelling the survival and development of minban schools.
At the same time, the individual schools themselves are also responding
to and shaping the institutional environment.
This study adopts the ideas of new institutionalism to analyze minban
schools as a form of organization, and its interaction with the institutions.
The study of institutions includes the regulative, normative and cognitive
dimensions. This study aims to explore the new features of the evolving
educational institutional environment and the strategies that minban
schools adopt to manage the institutions in this environment.
Qualitative research methodology - multiple case study - was adopted.
As observed in the new educational institutional environment, there are
four types of minban schools: the converted minban school, the affiliated
minban school, the private capital invested minban school and the international minban school. A total of eight minban secondary schools in
Taiyuan and Shenzhen were chosen to represent these diverse types of
minban schools. Data collection methods such as archival review, field
participant observation and in-depth interview, were adopted to collect
The study showed that the reemergence of market and its principles, the
decentralization of government and segmentation of its power and
authority, the bureaucratic profession coupled with the consumerist
profession of teachers, and the investment-oriented and
'education-as-consumption' culture engendered an increasingly multiple
institutional environment for minban schools. Different types of minban
schools co-existed, with each type of school occupying their own unique
location in the continuum from 'domesticated' and 'public', to 'wild' and
Differential locations reflected the 'differential order' of different types of
minban schools in this institutional environment. The converted minban
school, the affiliated minban school, the private capital invested minban
school, and the international minban school were located, in order,
according to their distance from the government and public system. Such
hierarchical arrangement of minban schools took shape according to the
bureaucratic arrangement of the government's regulative institution.
Concurrently, the normative and cognitive institutions also contributed
to shape the boundary of order: maintaining and/or changing the
boundary and arrangement of differential order.
The study argued that the institutions influence the differential order of
minban schools and through this, delimit the strategies that each school,
as an organization within the institutional environment, selected to cope
with the institutions. These strategies could be categorized as 'capitalize',
'advocacy', 'avoidance', and 'isolation'. During the process of interaction
between organizations and institutions, the boundaries of differential
order changed, and at the same time the components of institutions are
interpreted and re-interpreted, which in turn adjusted the room for
Minban schools have greater freedom from regulatory control, and within,
different types of schools will have different extent of freedom enjoyed.
according to their differential order. However, they all actively derived
strategies to manage institutions in order to expand their autonomy. In
this process, resources, protection and support (gained from trust),
received from the local governments and parents, were mobilized for
their own pursuits.
This study confirmed that, alongside the increasing number of minban
schools, the demands from these new types of organizations and the
parents' increasing engagement in education, were meaningful in
cultivating a primitive form of civil society. However, the function of
minban schools proposed by the government seemed more of a myth than
reality. They could not lead to a substantial improvement of the
educational system. The government still maintained substantial control on minban schools through the power vested upon them by the
bureaucratic structure, and re-penetrated into the new institutional
environment via new forms of regulation and governance.|
|Online Catalog Link: ||http://lib.cityu.edu.hk/record=b3947646|
|Appears in Collections:||SS - Doctor of Philosophy |
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