University policy trends for English medium instruction (EMI) are explored in this study in the wake of transnational campus growth in China. Data were collected via a policy scan of more than 400 'double first class' universities and interviews with EMI programme heads. Findings highlight the emergence of a ‘Chinese-style’ of EMI.
While studies have shown a rapid growth in development of transnational campuses, especially in China, by universities from native-English countries (Huang, 2007), the motivations and strategies behind the international branch campus phenomenon remains under-researched (Wilkins & Huisman, 2012), especially where language is concerned. In Chinese higher education, current trends indicate a move towards rapid expansion of EMI provision at some universities. Recent years have seen the emergence of whole EMI programs and 2+2 degree formats in China. While the growth of EMI in Europe has been well documented (e.g. Wächter & Maiworm 2014), similar monitoring exercises have yet to be conducted in China to the same extent. This presentation reports on a British Council funded study which aimed to measure the current state of EMI policy implementation in Chinese higher education. This project explored the macro-, meso-, and micro-level policy implementation of EMI in Chinese HEIs, alongside an investigation of implementation affordances and challenges. The main phase of the study reviewed implicit and explicit EMI policy and planning among the more the 400 ‘Double First Class University’ universities and disciplines in China as well as its transnational branch universities, normal universities, and technical universities known for EMI. In addition to this policy scan, EMI programme heads in Chinese higher education were consulted to add a further perspective of current trends, and fieldwork was conducted at four case study universities to get in-depth, and nuanced qualitative data regarding policy implementation and on-the-ground challenges faced by administrators, academics, and students. The study reveals current patterns and challenges in EMI provision in China, which make the context unique from other regions of EMI growth. The study particularly highlights concerns surrounding students’ linguistic readiness to undertake EMI, and highlights the emergence of a ‘Chinese-style’ of EMI to fill current policy gaps and stakeholder needs.
