A study of recent developments of institutional planning in Chinese universities: three case studies
Keywords: Education, Higher, China
Universities and colleges, China
Educational change, China
Education and state, China

This study uses the framework of strategic planning theory and adopts the method of case study to examine the institutional planning processes of three Chinese universities (Peking University, China University of Mining and Technology, and Nanjing Normal University). The study briefly reviews the development of Chinese higher education from 1949 to the late 1990s under China's socialist system and its education viewpoints—in contrast to the Western idea of a university, including the core concept of university autonomy which is crucial to institutional planning. The study also reviews the Western planning literature and explores the roots of strategic planning by examining an ancient Chinese military work, Sun Tzu's Art of War and compares it with a Western work Clausewitz's On War , then discusses the parallels between these works and contemporary strategic planning. The study explores the similarities and differences between Chinese university planning practice and the Western planning theory. The study also analyses factors that influence university planning and, by depicting a model with Chinese characteristics, contributes to the international literature of institutional planning from the perspective of Chinese universities. The study found that: (1) institutional planning has been taking place in Chinese universities under different levels of jurisdiction. (2) Institutional planning of Chinese higher education involves the integration of master planning, long-range planning and strategic planning, and demonstrates features, characteristics and process steps common to the Western strategic planning. (3) Sun Tzu's thought provides the Chinese roots of strategic thinking, action and planning. (4) Chinese university planning has the following characteristics: a Central Government policy framework, university community participation, action orientation, administrative authorities' strong support, and a vision of becoming world-class, with both top-down and bottom-up processes and a budget connected to the nation's economy and long-range development plans, particularly the nation's Five-year Plans. (5) Chinese higher education has accepted much of the Western idea of a university (with the core concept of university autonomy) as has been codified by the Higher Education Law of P.R. China in 1998 and is reflected in the university plans for the 211 Project. (6) The five most influential factors affecting present university planning are financial support, ministries which have jurisdiction over the university or administration structure over higher education, Deng Xiaoping's theory of socialism, government policies of the 211 Project, and China's political, economic and educational systems. (7) Peking University (PKU) has a planning team of higher achievements academically than the other two case-study universities—China University of Mining and Technology (CUMT) and Nanjing Normal University (NNU)—in terms of planners' positions occupied, degrees gained, and experiences (studying/working) abroad, but PKU planners' average age is older. (Abstract shortened by UMI.)