The incentivisation of English medium instruction in Chinese universities: policy misfires and misalignments

Abstract The growth of English medium instruction (EMI) in higher education China over the past two decades has been promoted via implicit and explicit policies that aim to incentivise activities associated with creation English-taught courses programs. This study investigates components such incentivisation schemes. It also explores how are being implemented by policy arbiters, EMI programme directors, teachers. Data were collected from sources: 93 institutional documents on provision 63 Chinese universities, 26 interviews senior university staff at a selection eight universities. Results revealed focused increased workload weighting for courses, greater access career development opportunities teachers, monetary rewards, dedicated financial support creating delivering courses. A comparison practice areas misfires misalignments. teachers considered incentives insufficient not primarily motivated but rather chose teach professional, academic, personal intrinsic rewards; many viewed core their teacher-researcher academic identities. paper concludes recommendations better align driving forces attached China.