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| Title: | 中外合作辦學之比較研究：粵港澳大灣區的規範、品質保證與學生發展
A Comparative Study of Chinese-Foreign Cooperation in Running Schools (CFCRS) —Regulation, Quality Assurance, and Impact on Student Development in the Greater Bay Area (GBA) |
| Authors: | 陶弘毅
Tao, Hong-Yi |
| Contributors: | 侯永琪
劉嘉慧
Hou, Yung-Chi
Lau, Ka-Wai
陶弘毅
Tao, Hong-Yi |
| Keywords: | 跨境高等教育
中外合作辦學
政策規範
品質保證
學生發展
Cross-border higher education
Chinese-Foreign Cooperation in Running Schools
Policy regulations
Quality assurance
Student development |
| Date: | 2025 |
| Issue Date: | 2025-09-01 15:27:28 (UTC+8) |
| Abstract: | 跨境高等教育機構在輸出國與輸入國之間，需面對不同的法規架構，以及母校與分校之間在情境上的差異。如何有效治理這些機構，並維持與母校相同的學術水準，始終是一個複雜且具挑戰性的議題。本研究以中國大陸與香港的中外合作辦學（CFCRS）為對象，選取三所案例大學——北師香港浸會大學（BNBU）、香港中文大學（深圳）（CUHK-SZ）及香港科技大學（廣州）（HKUST-GZ），進行比較研究。研究採用質性方法，蒐集並分析71份文件（包括國際組織報告／規範、政府政策／法律，以及大學報告／指引）與30次半結構式訪談（訪談對象包括學生、行政人員、教師及校內品質保證主管）。資料分析輔以 NVivo 軟體進行。研究的五項主要發現分別對應其五個研究問題，概要如下。
首先，本研究透過 UNESCO-APQN 工具箱的監管框架，分析中國大陸與香港的跨境教育政策環境。作為CFCRS的引進方，中國大陸採取「強制性規範」與「自願性認證」並行的制度：包括核准、備案、年度評估、本地學位與課程審查，以及由大陸監管的母國審核或認證；另有由中國教育國際交流協會（CEAIE）與高等教育評估中心（SEEA）進行的自願性認證。依據「涵蓋所有境外課程與學位之註冊或法定教育提供者」的第三項涵蓋範疇規定，香港作為母校的自我評鑑／教資會資助院校，負責其CFCRS課程與學位的品質保證。UNESCO-APQN 工具箱強調，應同時對教育提供者及其海外夥伴實施完整的品質保證。因此，香港的品質保證涉及與大陸機構密切合作，包括共同審查。
其次，本研究應用「雙重嵌入理論」分析中國大陸與香港的外部品質保證（EQA）架構及嵌入性指標。研究指出，大陸與香港分別扮演「守門人」（監管要求）與「開門人」（規範性標準）的角色，並共同嵌入六大面向與31項指標，以確保CFCRS機構的運作。
再者，三所香港母校在內部品質保證（IQA）治理中，對其大陸校區的在地嵌入程度不一，形成三種不同的協作治理模式：高度嵌入的「收斂模式」、低度嵌入的「脫鉤模式」、以及中度嵌入的「互惠模式」。
第四，本研究探討了機構品質保證對學生發展的影響，發現三所案例大學在同儕與利害關係人互動、學生支持系統與學習環境三大面向，共有16項正面影響；同時出現8項具爭議的影響。此外，三校間存在三項差異：BNBU 學生曾出現身份認同模糊，但已透過納入學生意見獲得改善；CUHK-SZ 某些學科逐漸趨向同質化，師生互動也趨於單一；HKUST-GZ 學生在跨學科大學模式中，擔心自己成為「試驗對象」。
第五，本研究分析EQA與IQA系統的挑戰與啟示。大陸EQA的主要挑戰在於仍依賴「門檻式合格評估」，缺乏向「高品質評估」進展；香港則缺乏明確的法規與政策指引以輸出高等教育，隨著更多院校走向海外，此問題日益迫切。在IQA方面，在高度嵌入的情境下（BNBU），課程須因應在地需求而無法完全與母校一致；在低度嵌入的情境下（CUHK-SZ），原先與母校一致的品質保證程序逐漸流於形式；在中度嵌入的情境下（HKUST-GZ），由於課程互補性強，反而引發品質一致性的疑慮。三所案例大學還皆需同時遵循母校與分校的雙重程序，導致IQA治理負擔沉重。
在討論部分，研究從四個跨境高等教育的關鍵議題切入。首先，分析大陸與香港在CFCRS政策推行近二十年間，如何在大灣區協力建構高標準品質保證框架，同時揭示合作中的不足與規範差異。其次，解析三種動態協作治理模式，為國際分校（IBCs）的公平發展提供新路徑，協助平衡母校與分校之間的從屬關係。針對學生個人發展與勞動市場需求長期脫節的問題，研究提出三種策略——「學生作為品質共同治理者」、「雇主導入式職涯導師制」、以及「專案導向跨學科創業」——以提升學生的學習體驗與就業能力。最後，從大灣區高等教育國際化的視角，研究提供跨境高教向互惠與永續發展演進的新觀點，超越過去由發達國家/地區單向影響發展中國家/地區的傳統模式。大灣區的案例顯示，香港正從單純的「門戶」或「輻射源」，轉向雙向交流的互惠新格局。
Cross-border higher education institutions operate under differing regulatory frameworks between the exporting and importing countries and face distinct contextual differences between parent and branch campuses. How these institutions can be effectively governed and maintain academic standards equivalent to those of their parent universities remains a complex and challenging issue. This study examines the governance of Hong Kong-mainland CFCRS institutions by selecting three case universities—Beijing Normal-Hong Kong Baptist University (BNBU), The Chinese University of Hong Kong, Shenzhen (CUHK-SZ), and The Hong Kong University of Science and Technology, Guangzhou (HKUST-GZ)—to conduct a comparative study on Chinese-Foreign Cooperative in Running Schools (CFCRS). A qualitative approach was adopted, involving the analysis of 71 documents (including reports/codes from international organizations, government policies/laws, and university reports/guidelines) and 30 semi-structured interviews (with students, administrators, faculty, and IQA Directors) for data collection. NVivo software was also used for data analysis. The five key findings of this study correspond directly to its five research questions, as outlined below.
This study first analyses the policy environments of cross-border education in mainland China and Hong Kong through the regulatory framework of the UNESCO-APQN Toolkit. The policies from the Chinese mainland, an importer of CFCRS, falls within the categories of ‘Enforced regulation (mandatory) vs. incentive system (voluntary)’. The mainland adopts the mandatory regulations (approval, record-filing, annual audit, and local degree and programme review, home countries’ audit or accreditation supervised by the Chinese mainland) and a voluntary accreditation system by the CEAIE and SEEA. According to the third aspect of the breadth of coverage, which states that ‘coverage of all offshore programmes and qualifications is required for a registered or statutorily constituted education provider,’ the quality assurance of CFCRS institutions’ programmes and qualifications is managed by their home universities (registered in self-accrediting/UGC-funded) in Hong Kong. The UNESCO-APQN Toolkit calls for full quality assurance of both the provider and its overseas partners. Following this, Hong Kong’s quality assurance involves working closely with mainland bodies, including joint verification efforts.
Second, this study applies the dual embeddedness theory to analyse the EQA frameworks in Hong Kong and mainland China, as well as the indicators of embeddedness. It is argued that the Chinese mainland and Hong Kong at national level plays the roles of ‘gatekeeper’ (regulatory requirements) and ‘gate-opener’ (Normative standards), respectively, and they jointly embed six dimensions and 31 indicators to ensure the operation of their CFCRS institutions.
Next, the three Hong Kong parent institutions exhibit varying degrees of embeddedness in the IQA governance practices of their mainland campuses at the local level, ensuring alignment with their parent institutions. This has resulted in three unique collaborative governance models, namely a Converging Orbit Model, a Decoupling Orbit Model, and a Reciprocal Orbit Model, within different embeddedness levels, each reflecting a different level of embeddedness. In the highly embedded context, BNBU is hard to provide identical curricula with the home institution, in order to adapt to local needs. In the weakly embedded context, the previously aligned QA procedures between CUHK-SZ and CUHK have become increasingly symbolic in nature. In the moderately embedded context, due to the complementary nature of the curricula at HKUST-GZ and HKUST, concerns have been raised regarding quality consistency. All three case universities face a high workload in IQA governance due to the need to undergo dual procedures from both the home and branch campuses.
The fourth investigation into the institutional QA impacts on student development revealed that the three case universities share 16 similar positive effects across three dimensions: peer and stakeholder engagement, student support, and the learning environment. Additionally, eight controversial impacts emerged. In contrast, three key differences were noted: students at BNBU experienced identity ambiguity, although this has largely been addressed through student voices inclusion. CUHK-SZ is showing signs of drifting toward homogenization in certain disciplines, as interactions among stakeholders and peers become more uniform. HKUST-GZ students, within the unique pedagogical setting of the cross-disciplinary university model, expressed concerns about being treated as 'test subjects'.
Fifthly, this study also analyses the challenges and implications of both EQA and IQA systems. It argues that the primary challenge in mainland China’s EQA lies in its continued reliance on “threshold compliance assessment,” without significant progress toward “high-quality assessment.” Meanwhile, Hong Kong lacks a clear regulatory framework and policy guidance for the export of higher education—an issue becoming more urgent as more institutions expand beyond Hong Kong. In terms of IQA, all three case universities share a common challenge: the embeddedness of both mainland and Hong Kong government EQA requirements and the IQA of their parent institutions. This results in overly burdensome and sometimes duplicative IQA processes. Additionally, each institution faces unique challenges: BNBU struggles with tensions between localization needs and its curriculum; CUHK-SZ experiences inefficiencies caused by largely symbolic collaboration; and HKUST-GZ encounters difficulties in maintaining standardized alignment with its parent university.
In the discussion section, this study engages with the research findings across four key areas within the field of cross-border higher education. First, it discusses how the Chinese Mainland and Hong Kong have collaboratively pursued a high-standard QA framework for CFCRS in the GBA, drawing on nearly two decades of development under the CFCRS policy. It also reveals respective shortcomings and regulatory divergences within their collaboration. Second, the study unpacks three dynamic models of collaborative governance that offer new pathways for the equitable development of IBCs, helping to balance the subordinate relationship between home and branch campuses. To address the long-standing disconnect between students’ personal development and the labour market, the study also examines how Hong Kong–Mainland CFCRS institutions adopt three distinct strategies, including 'students as quality co-governors', 'employer-integrated career mentorship', and 'project-based, cross-disciplinary entrepreneurship', to enhance students’ learning experiences and employability outcomes. Finally, reflecting the internationalization of higher education in the GBA context, the study offers a new perspective on how CBHE can evolve to become more reciprocal and sustainable, moving beyond the traditional 'one-way' influence of developed countries on higher education in developing regions. The case studies based in the GBA serve as a valuable reference, illustrating an emerging trend in which Hong Kong is no longer merely a 'gateway' or 'radiator' for the mainland, but part of a shift toward reciprocal and 'two-way' exchange. |
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| Description: | 博士
國立政治大學
教育學系
111152521 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0111152521 |
| Data Type: | thesis |
| Appears in Collections: | [教育學系] 學位論文
|
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