Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/40342
Title: Establishing World Class Universities in China: Deploying a Quasi-experimental Design to Evaluate the Net Effects of Project 985
Authors: Zong, Xiaohua
Zhang, Wei
First Published: 31-Aug-2017
Publisher: Taylor & Francis (Routledge) for Society for Research into Higher Education
Citation: Studies in Higher Education, 2017, In press
Abstract: The rapid advances of China’s universities in major international league tables are generally believed to be an accomplishment of Project 985. A quasi-experimental study was, therefore, undertaken to test the belief and to evaluate the effectiveness of this policy intervention, using 15-year panel data between 1998 and 2013. Results from a difference-in-differences model showed that Project 985 had a positive effect on publication outputs of ‘985’ universities. Tier 2 ‘985’ universities gained strong momentum in publication growth in international and ISI journals. Additionally, Theil index decomposition was employed to examine the stratification effect of Project 985. Results confirmed the homogenising trend within ‘985’ universities. In contrast, the vertical differentiation between ‘985’ and ‘211’ universities was noticeably enlarged. While sustained public funding is still vital, the study findings inform policy makers and higher education leaders of greater sectorial and institutional reforms to fulfil individual higher education institutions’ needs and remove bottlenecks in publication growth.
DOI Link: 10.1080/03075079.2017.1368475
ISSN: 0307-5079
eISSN: 1470-174X
Links: http://www.tandfonline.com/doi/full/10.1080/03075079.2017.1368475?scroll=top&needAccess=true
http://hdl.handle.net/2381/40342
Embargo on file until: 31-Jan-2019
Version: Post-print
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright © 2017, Taylor & Francis. Deposited with reference to the publisher’s open access archiving policy.
Description: The file associated with this record is under embargo until 18 months after publication, in accordance with the publisher's self-archiving policy. The full text may be available through the publisher links provided above.
Appears in Collections:Published Articles, School of Education

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