Faculty's Perception of Diversity, Equity, and Inclusion in Campus Climate at An International Branch Campus In China

• In Event: Navigating Power, Protest, and Mobility: Critical Perspectives on Faculty and Academics Roles Globally

Proposal

The internationalization of higher education has become a defining trend in global higher education over recent decades, leading to an increase in the establishment of international partnerships, programs, and branch campuses (Jones & de Wit, 2020). These initiatives, which range from short-term exchange programs to full-scale international campuses, aim to integrate educational systems across borders (Buckner, 2019). However, the ways in which this integration balances internationalization with localization have raised critical questions (Tian & Liu, 2019). Much of the existing literature on the internationalization of higher education has focused on functionalist outcomes—how internationalization serves national and institutional goals, particularly in the context of global competition for academic prestige (Huang, 2021). In countries like China, these studies are often framed by national policies aimed at creating world-class universities, positioning internationalization as a tool for ascending global rankings (Liu, 2016).

Our study seeks to move beyond these functionalist views by examining the cultural and ideological impacts of internationalization in higher education. Specifically, we focus on how the values of diversity, equity, and inclusion (DEI)—a critical component of many Western educational systems—are localized in the context of an international branch campus in China. By examining the perceptions of faculty members at Wenzhou-Kean University (WKU), a joint Sino-American higher education institution, this research aims to explore how DEI values from the American context are adapted according to faculty’s perception within a Chinese institution.

The study is grounded in two primary frameworks: the diversity, equity, and inclusion (DEI) framework, particularly as it applies to campus climate and faculty, and the comprehensive internationalization framework advanced by the American Council on Education (ACE). These frameworks guide our understanding of the dual processes of internationalization and localization of values in higher education. The DEI framework has become central to conversations about social justice in education, emphasizing the need for equitable access to higher education and the inclusion of diverse perspectives and identities (Gonzales & Griffin, 2020). Faculty members play a pivotal role in shaping and experiencing DEI within an institution. They influence campus climate through teaching, research, and mentorship, while also being affected by institutional policies and practices surrounding DEI (Settles et al., 2021). This dual role makes faculty perspectives particularly valuable for understanding how DEI is perceived and enacted in the context of an international branch campus. The comprehensive internationalization framework provides a strategic model for integrating global perspectives into all aspects of higher education (Helms et al., 2017). This framework allows us to examine how WKU integrates DEI values into its campus culture and structure. These two frameworks lead us to the guiding questions of this study:
1) How do faculty members working at the international branch campus experience the campus climate in terms of the values of diversity, equity, and inclusion?
2) How do faculty members at the international branch campus perceive the localization of Western cultures and values in Chinese higher education?


This study employs a qualitative case study design (Yin, 2014) to examine faculty perceptions of diversity, equity, and inclusion (DEI) at Wenzhou-Kean University (WKU), an international branch campus. We investigate how DEI values, rooted in the American higher education system, are perceived and localized within the Chinese higher education environment. Data collection primarily involves semi-structured interviews with faculty members at WKU, including both Chinese faculty and those from other countries. Participants are asked to share their experiences with DEI at WKU, perceptions of the institution's efforts to integrate DEI values, and how these values are adapted to the local context. In addition to interviews, institutional documents such as DEI statements and policy materials are analyzed to understand how DEI is formally articulated at WKU.

Our initial findings revealed a complex interplay between DEI values and their localization within a Chinese higher education institution. Firstly, faculty perceptions revealed both the opportunities and challenges associated with adapting the concepts of DEI to the local context. Our participants noted that DEI initiatives from the U.S. parent institution were explicitly introduced into the campus, but their integration into the local context was perceived as uneven. Moreover, the challenges of balancing U.S. DEI frameworks with local values and norms were also discussed. Participants from Chinese backgrounds often expressed that DEI, as it is framed in the U.S., does not align seamlessly with traditional Chinese values. This tension created an environment where DEI policies were viewed as externally imposed, rather than organically developed to suit the local cultural context. Interestingly, several participants, especially those with extensive experience in both the U.S. and Chinese systems, argued that DEI should not be treated as a strictly Western framework. They suggested that for DEI to be effective in a Sino-American joint campus, it needs to be reconceptualized to include local and culturally relevant understandings of equity and inclusion. They noted the potential for internationalization to serve as a bridge between different values, creating a hybrid model of DEI that is both culturally relevant and globally conscious. Lastly, participants also highlighted that the success of DEI efforts largely depended on individual actors within the institution, particularly those in leadership roles.

This study makes several important contributions to the literature on internationalization and DEI in higher education. First, it addresses a gap in the literature by focusing on the intersection of DEI and international branch campuses—a topic that has received relatively little attention. By exploring how DEI values are localized at an international branch campus in China, this research adds to the growing body of literature that critiques the functionalist approach to internationalization, highlighting the importance of cultural and ideological considerations. Second, this study contributes to the broader debate on internationalization versus localization in higher education by providing empirical evidence of how Western values are adapted in non-Western contexts. It also contributes to the conversation about macro- versus micro-level analyses of internationalization, emphasizing the role of faculty perceptions and experiences in shaping the outcomes of internationalization efforts.

Authors

• Sean Jung-Hau Chen, University of Maryland, College Park

• Wuqi Yu, University of Maryland-College Park