The legitimization of type C international school under globalisation: a case study of a second-tier city in China

• In Event: Poster Session 9
  In Poster Session: The legitimization of type C international school under globalisation: a case study of a second-tier city in China

Proposal

The number of international schools worldwide has recently grown significantly, driven by globalisation, and increasing demand from local families in non-Western countries. This phenomenon is particularly evident in China’s second-tier cities, where international schools have rapidly expanded from being nearly non-existent to a flourishing sector (Bunnell, 2014; Hill, 2014). These schools, many of which are relatively new, provide a unique opportunity to study how organisations develop and mature in a dynamic and competitive environment. Moreover, as Type C for-profit international schools have emerged, the legitimacy and educational quality of such institutions have become pressing issues, particularly as they seek to attract local students to make a profit (Hayden & Thompson, 2013). Understanding the institutionalisation process of these schools is critical, as it affects how they claim and maintain their "international" status in a globalised world.

Drawing on Scott’s framework (2014), this study investigates how international schools in these cities have evolved and secured legitimacy in the face of globalisation and local pressures. The research also integrates institutional theory (Meyer & Rowan, 1977; DiMaggio & Powell, 1983) to explore the forces shaping these schools' development. The rise of for-profit Type C international schools, fuelled by market forces and globalisation, is examined through the lens of institutional pressures, including mimetic, coercive, and normative forces.

This research takes a second-tier Chinese city as a case. Data was collected through semi-structured interviews with seven directors of international schools or international divisions in this city, each interview lasting approximately one and a half hours. These interviews explored the schools' development trajectories, how they navigate institutional pressures, and their strategies for maintaining legitimacy within the context of China's evolving educational landscape. The thematic analysis employs institutional theory to examine the mimetic, coercive, and normative pressures faced by these schools, with a focus on how these forces drive the adoption of organisational practices and contribute to the schools' growing institutionalisation.

Research highlights that these schools balance global standards with local demands to maintain their "international" identity. They face pressures to integrate into the local system while meeting the expectations of both parents and governments. Furthermore, consistent with DiMaggio and Powell’s (1983) theory of "institutional isomorphism," international schools are adopting similar curricula, management structures, and accreditation to maintain legitimacy. Scott’s (2014) framework identifies cognitive, normative, and regulatory aspects of this process, showing how these schools are increasingly accepted as legitimate educational options. However, the commercialisation of Type C international schools, driven by profit motives, raises concerns about balancing educational quality with profitability. Despite the trend toward homogenisation, maintaining legitimacy through local adaptation and quality assurance remains essential for their future development.

This study highlights the dual pressures of globalisation and localisation that shape the development of international schools, while also examining how institutional forces lead to the homogenisation of educational practices. Additionally, the study adds to the understanding of how for-profit international schools navigate legitimacy challenges, providing a foundation for future research on the commercial dynamics of education in globalised contexts.

Author

• Linjie Zhang, University of Vienna