Rethinking University Governance in China: A Theoretical Perspective on Autonomy and Accountability

Junxiu Liu

doi:10.71204/cm62d696

Authors

Junxiu Liu University of Electronic Science and Technology of China Author

DOI:

https://doi.org/10.71204/cm62d696

Keywords:

University Governance, Autonomy, Accountability, Higher Education Policy, Academic Freedom, Educational Reform

Abstract

This study examines the evolving relationship between institutional autonomy and accountability in China’s higher education system. Historically characterized by strong government coordination, Chinese universities have, in recent decades, experienced gradual expansion of decision-making authority in areas such as academic programs, personnel management, and resource allocation. Drawing on policy analysis and existing scholarship, this article adopts a conceptual and historical approach to explore contemporary governance arrangements. Using perspectives from governance theory and comparative higher education studies, the paper analyzes how autonomy and accountability are configured in the Chinese context. The findings suggest that universities have gained increased flexibility in academic and administrative practices, while public authorities continue to play an important role in guiding overall development priorities and ensuring alignment with broader societal goals. Recent reforms have introduced elements of performance-oriented governance, including competitive funding schemes and evaluation initiatives such as the “Double First-Class” program, which link institutional development with measurable outcomes. These mechanisms have contributed to improvements in research capacity and international competitiveness, while also reshaping institutional behavior and management practices. The study characterizes China’s university governance as a hybrid model, combining expanded institutional discretion with structured oversight and evaluation frameworks. Looking ahead, further refinement of governance arrangements may involve strengthening institutional capacity, improving evaluation systems, and promoting a balanced focus on educational quality, innovation, and social relevance.

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