Understanding the Chinese−Foreign cooperation in running schools : from the perspective of loose coupling theory

Given the Chinese government’s high degree and strict control over universities, the question arises whether and how foreign universities, as one of the organizers of Chinese−Foreign cooperation in running schools (CFCRS) can adapt to the Chinese institutional environment. This paper argued that the loose coupled cooperation between foreign and Chinese universities is the key for foreign universities to maintain their autonomy and operate effectively. Adopting case study approach, the data gathered through intensive interviews with key stakeholders is examined through the theoretical lens of Weick’s Loosely Coupled System, offering new insights into the operation of CFCRS in Chinese mainland. The findings show that Chinese and foreign universities only achieve loose coupling cooperation in curriculum and teaching, foreign and Chinese teachers, management and operation in CFCRS. While loose coupling cooperation ensures the adaptability of CFCRS to the external environment (including Chinese and foreign parent universities, governments, quality assurance institutions, etc.), it has limited scope for spillover of its benefits to Chinese higher education. In addition, even though Chinese teachers and students find the cross-cultural experience valuable, the academic burden on students can be overwhelming as they have a heavy workload. This article also reflects upon the policy implications of these findings for the future CFCRS development in China.