Chinese college students' 1993 perceptions of gains in achievement as a result of informal student-faculty relations outside the classroom were investigated at Liaoning Normal College of Foreign Language in Liaoyang, China. This study included assessment of pre-enrollment demographics and analyzed perceived gains due to student-faculty informal contact in the areas of academic achievement, intellectual achievement, and personal development.

說唐家將小說包括《說唐後傳》、《說唐三傳》、《反唐演義》與《粉妝樓》四部小說。系列小說前承說唐系列小說，書寫題材由「君王」轉向「家將」，呈現了講史小說發展脈絡本身由「國」而「家」主題更迭的動態移轉過程。又說唐家將小說之題材於史有據，再依民間想像改編創想，承衍脈絡淵遠流長、橫跨古今，其間的家／國想像或合乎正統、或顛覆遊戲，形成官／民、虛／實等等多元對話空間。 論文第二章先討論「前之所承」，梳理小說成書之前，由官方史傳而至民間之平話、詞話、雜劇、傳奇等作品。民間說唱曲藝受官方史傳影響甚深，保持了系列小說國家宏偉敘述的「講史」特色；戲曲搬演深入民間，促成了「離家／榮歸」的情節結構，講史系統與民間戲曲的特色雜揉、交融於小說文本之中，形成說唐家將小說的獨特體質。 論文之第三、第四章進入核心論題，分從「情感關係」與「空間配置」探討小說文本之家／國想像，呼應影響家／國認同之血緣與地緣概念。第三章剖析小說中親子代際、男女性別與敵我陣營關係，發現看似穩固的倫理規範之下，其實隱藏了諸多不盡平靜的衝突與角力。第四章探察系列小說「家、國間遭到架空、戰場空間卻誇張膨脹」的空間配置情形。發現「寒窯」等破碎的家屋意象充斥文本，國朝空間更遭擠壓，只枯澀地擔負故事之間的串場任務；倒是邊境戰場含納各種家、國互動的情感因子，成為民間自掌定義、恣意戲耍的狂歡空間。 第五章再論「後之所衍」，以「個案研究」方式觀察臺灣戒嚴時期由楊麗花領銜主演之電視歌仔戲《薛剛》、二十一世紀初國光劇團創作之新編京劇《新編樊梨花》與本論文寫作當下於東森電視臺上映之電視連續劇《薛仁貴傳奇》三種現代承衍作品，探察系列小說進入現代之後，如何透過情節改編新詮改造家／國想像內涵，使更切合現代人的生命處境，故事持續傳講搬演。 第六章為總結，提出「完成承衍脈絡探討」、「深化家／國想像內涵」與「重估系列小說於小說發展史脈絡中的定位」等三項研究成果。 / The “Novels about family of warriors in Tang dynasty”(說唐家將小說) include “Shou Tang Hou Zhuan”(說唐後傳), ”Shuo Tang San Zhuan”(說唐三傳), “Fan Tang Yian Yi”(反唐演義), “Fen Zhuang Lou”(粉妝樓). Although those novels were combined with folk tales, they were also based on history facts. Thus, there are some opposite views in those novels, such as official vision verses folk culture, reality faces unreality. They inherit the “Novels about Tang dynasty”(說唐系列小說), but the subject matter transforms from the emperor to the family warriors, which reflects the theme transformation flow in history-based-novels. It leaves state and get closer to home. Related texts before the novels have been composed were collated in chapter 2. We can see those stories appeared in folk art “Quyi” (曲藝) were deeply effected by official history story. History vision still remains. At the same time, some Chinese operas have formed the basic structure of these novels, which is “leaving family/ coming home proudly”. Chinese opera and Quyi are two important sources of those novels we referred. Relationship and space arrangement are discussed in chapter 3 and chapter 4 to analyze the imagination of state and of family in the novels. In the study of chapter 3, it seems that conflicts in the novels happen under a stable requirement of ethic. However, code of ethics are shown only in appearance. In chapter 4, we will find out that war spaces are almost overstated, while space of home and state are ignored. Three case studies are put in Chapter 5. They have one thing in common: they are three modern works of art which inherits the series of novels. In Chapter 5, the study focus on how those novels has been revised to adapt nowadays culture. The essay is trying to achieve the following statement from the ” Novels of family warriors in Tang Dynasty”(說唐家將小說): further study to the heritage of tradition Chinese novels; further understanding of the imagination of family and state; revaluate the position of these novels in the history of Chinese traditional novels.

以香港培僑中學為硏究對象 / 論文(哲學碩士)--香港中文大學硏究院敎育學部,1994. / 參考文獻: leaves 147-157 / 林嘉嘉. / Chapter 第一章 --- 硏究問題簡介 --- p.1 / Chapter 第一節 --- 前言 --- p.1 / Chapter 第二節 --- 概念界定 --- p.4 / Chapter 第三節 --- 研究問題 --- p.10 / 註釋 --- p.11 / Chapter 第二章 --- 文獻評´述´ؤؤ硏究的理論 --- p.15 / Chapter 第一節 --- 殖民地教育 --- p.15 / Chapter 第二節 --- BLAU的交換理論 --- p.19 / Chapter 第三節 --- ARCHER及VAUGHAN的「支´配´ؤؤ 抗爭」理論 --- p.20 / Chapter 第四節 --- 香港戰後的發展 --- p.22 / 註釋 --- p.26 / Chapter 第三章 --- 研究方´法´ؤؤ研究問題的評述 --- p.28 / Chapter 第一節 --- 硏究意義 --- p.28 / Chapter 第二節 --- 研究範圍 --- p.28 / Chapter 第三節 --- 研究方法及步驟 --- p.30 / Chapter 第四節 --- 研究限制 --- p.34 / 註釋 --- p.36 / Chapter 第四章 --- 培僑創辦與發展的背景（1946-1966) --- p.37 / Chapter 第一節 --- 中國大陸的政治與教育概況 --- p.37 / Chapter 第二節 --- 中英關係概況 --- p.40 / Chapter 第三節 --- 香港教育概況 --- p.43 / 註釋 --- p.47 / Chapter 第五章 --- 培僑中學的教育方針及運作 --- p.50 / Chapter 第一節 --- 1946-1949 --- p.51 / Chapter 第二節 --- 1949-1958 --- p.56 / Chapter 第三節 --- 1958-1966 --- p.66 / 註釋 --- p.79 / Chapter 第六章 --- 「支配」與「抗拒」的權力關係 --- p.85 / Chapter 第一節 --- 權力主體 --- p.85 / Chapter 第二節 --- 社會交換中之權力運作 --- p.89 / Chapter 第三節 --- 「支配」與「抗拒」 --- p.113 / 註釋 --- p.118 / Chapter 第七章 --- 總結 --- p.125 / Chapter 第一節 --- 培僑在中、港政治影響力衝搫 下的回應 --- p.125 / Chapter 第二節 --- 培僑中學的特色 --- p.126 / Chapter 第三節 --- 培僑中學的生存條件 --- p.128 / Chapter 第四節 --- 政治與教育之相互作用 --- p.129 / Chapter 第五節 --- 本研究的獨特之處 --- p.130 / Chapter 第六節 --- 有待進一步探討的問題 --- p.132 / 註釋 --- p.133 / 後記 --- p.134 / 註釋 --- p.138 / 附錄 --- p.139 / 參考書目 --- p.147

Thesis (M.Phil.)--Hong Kong Baptist University, 2001. / Thesis submitted to the Dept. of Religion and Philosophy. Includes bibliographical references (leaves 178-210).

國立西南聯合大學（簡稱「西南聯大」或「聯大」）是與抗戰相始終的大學。它以戰時教育聞名，成立於抗戰初期（1938 年），由國立北京大學、國立清華大學和私立南開大學聯合組成，抗戰結束後三校解散北歸（1946 年），各自復校。日本的入侵和國家的貧弱，聯大師生共有的民族情感，聯大民主自由的人文環境和「雲南王」龍雲對戰時民主力量的保護等因素，合力構成了聯大地下黨統戰工作的發展空間。這一發展空間與重要的歷史事件的時間點（如1941 年1 月「皖南事變」、1945 年8 月「抗戰勝利」和10 月「龍雲下台」）一起，構成了一個國共角逐的時空。 / 中共中央和南方局對地下黨組織統戰工作的重視和具體指導的時間恰是在聯大成立初期；在聯大中期，為適應局勢，爭取大多數「中間派師生」的支持，中共先後製定了「十六字」方針（即「蔭蔽精幹，長期埋伏，積蓄力量，以待時機」）和「三勤」（即「勤學」、「勤業」、「勤交友」）政策；在聯大後期，中共統戰的方針政策在實踐中得到檢驗，取得成效。 / 聯大地下黨的統戰工作是中共雲南省工作委員會（簡稱「雲南省工委」）統戰工作的重要組成部分。南方局和雲南省工委統戰工作的重點是介於國共兩黨間的「中間力量」。聯大地下黨統戰的人群以聯大師生為主，他們用知識份子所能接受的語言和交友方式對其做統戰工作，突出中共是眾望所歸的力量。一方面，地下黨人以「民族主義」和「愛國」來把如聯大教授等「中間力量」團結起來，通過組織集會探討時事以引發高級知識份子思考抗戰失利、貪污腐敗、物價飛漲、民不聊生的根源，由此孤立國民黨。另一方面，聯大地下黨人在品學兼優的基礎上，以「中間學生」的姿態出現，為聯大同學辦實事（如解決吃飯難問題），由此贏得了大多數「中間學生」的好感。如果說在雲南民主運動高潮到來前，聯大地下黨對「中間派師生」的統戰成效限於潛移默化的影響，那麼在1944-1946年民主運動高潮來臨時，其統戰成效已體現為促使「中間派師生」走出書齋，用文字和行動來爭取「民主與和平」，反抗國民黨當局的獨裁專制。 / 誠然，在四十年代中期，「中間力量」所認同的是介於美蘇政治體制間的「第三條道路」。因此，雲南省工委和聯大地下黨通過扛起「民族主義」和「新民主」的旗幟將聯大師生等「中間力量」凝聚在一起，在孤立國民黨的同時，促使「中間力量」放棄「第三條道路」，服膺於「新民主主義」的「革命」之路。無疑，毛澤東的話語吸引了愛國的知識份子群體，使其感到儘管中共提倡的「新民主」並非西方強調的「民主」，但卻是一條可行的救國之路，「中間力量」感到可參與其中，輔助中共並影響其決策，甚至共同決定中國未來發展的方向。的確，大多數的聯大師生等「中間力量」對於中共及其所提倡的「新民主」是有期待的。南方局、雲南省工委和聯大地下黨的統戰成效亦於此可見。 / 然而，本文也提及，在中共成為執政黨後，當「中間力量」對「革命」勝利發揮作用的歷史使命完成後，受西方教育理念影響的知識份子的「自由主義」與中共的「思想統整」間的弔詭性矛盾即被凸顯。因此，在中共建國後，對知識份子的思想改造不可避免，在這個靈魂改造的過程中，受沖擊的不僅僅是聯大師生 等「中間力量」，即使雲南省工委和聯大地下黨人亦不能幸免。 / 事實上，聯大地下黨對聯大師生等「中間力量」的統戰工作的深遠影響並未隨著聯大的解體和新中國的成立而結束。聯大地下黨人及其統戰對象聯大「中間派師生」，在經歷了新中國對知識份子的思想改造運動後，如何反思民族主義、革命與民主的關係亦值得作進一步的梳理和檢討。這是本文的一個後續研究方向。 / "The emergence of National South-west Associated University (hereafter abbreviated as NSAU) coincided roughly with the war of the Chinese resistance to Japanese aggression. Because of the Marco Polo Bridge (Lugou Qiao) incident on 7 July 1937 and the subsequent Japanese invasion of China, three renowned universities of north China, Peking University, Tsinghua University and Nankai University, were consolidated into one temporary university, National Changsha Temporary University (hereafter abbreviated as NCTU), by the Ministry of Education and relocated to Changsha in 1937. At the end of 1937, Nanjing fell, and Wuhan was in crisis, NCTU was forced to move again then to Yunnan province in 1938 and changed its name to NSAU. NSAU, known as an exemplar of wartime education in modern China history, is an important arena of the Chinese Communist Party’s (hereafter abbreviated as CCP) United Front activities between 1938-1946. A number of factors such as Japanese invasion, the country’s poverty and weakness, the sense of nationalism of the University’s teachers and students, the humanistic environment of democracy and freedom of the University, and the protection of the democratic forces by the “King of Yunnan” Long Yun during war times had combined to form a space for the development of the underground CCP's United Front activities in NSAU. / NSAU, known as an exemplar of wartime education in modern China history, is an important arena of the Chinese Communist Party’s (hereafter abbreviated as CCP) United Front activities between 1938-1946. A number of factors such as Japanese invasion, the country’s poverty and weakness, the sense of nationalism of the University’s teachers and students, the humanistic environment of democracy and freedom of the University, and the protection of the democratic forces by the “King of Yunnan” Long Yun during war times had combined to form a space for the development of the underground CCP's United Front activities in NSAU. / NSAU’s underground party’s United Front work was an important part of the Southern Bureau’s and the CCP Yunnan Work Committee's activities. The Southern Bureau was in charge of the underground party branches in Chiang Kai-shek’s districts. The United Front work of the Southern Bureau and the CCP Yunnan Work Committee focused on “the third force” or “the middle force”. In order to win the support of almost all intellectuals especially NSAU’s students and professors, Mao Zedong and Zhou Enlai separately formulated the Sixteen-Character Guideline of the CCP’s underground party work: Hiding Elites (yinbi jinggan), Long-term Ambushes (changqi maifu), Saving Force (jixu liliang) and Waiting for the Opportunity (yidai shiji) and the policy of the Three Diligences that refers to Working with Diligence, Studying with Diligence, and Making friends with Diligence. The policy of the Three Diligences was the concrete application of the Sixteen-Character Guideline, according to Zhou Enlai’s idea. / NSAU’s underground party undertook United Front work to influence “the middle force” by cultural activities, propaganda skills and the ways of making friends that were accepted by most of the intellectuals, and stressed that CCP could meet the expectations of the patriotic masses in China. On the one hand,the Communists united “the middle force” such as NSAU’s professors who adhered to nationalism and patriotism, and isolated the Nationalists by organizing rallies and discussing current events, and then led the senior intellectuals to believe that the root cause of the defeat in the anti-Japanese war, corruption, soaring prices and hardship suffered by people wasGuomindang, the Nationalist Party. On the other hand, NSAU’s underground party members, who excelled others in both morals and studies, solved practical problems for their classmates (such as the lack of food), thus winning most of their classmates’ support. / Admittedly “the middle force” was identified with “the third way” whose political stand was between the American and Soviet models in mid-1940s. But the CCP Yunnan Work Committee and NSAU’s underground party combined elements of “the middle force” such as NSAU’s students and professors to isolate the Guomindang, and prompted them to give up “the third way” and believe in the revolutionary way of New Democracy. / There is no doubt that Mao Zedong’s words moved the patriotic intellectuals and made them feel that although the New Democracy advocated by CCP was not Western democracy, it was a feasible way to save the country, and these intellectuals and democrats could participate in and influence the CCP’s decisions on the developmental direction of China in the future. Indeed, most of followers of “the middle force” such as NSAU’s teachers and students believed in both CCP and its New Democracy. In this sense, it is obvious that the United Front activities of the Southern Bureau, the CCP Yunnan Work Committee and NSAU’s underground party were highly effective. / This thesis also mentions that, however, after CCP became the ruling party and “the middle force” had completed its historical mission of being an important ally and follower of CCP in the revolutionary victory, the paradoxical contradiction between the liberal intellectuals influenced by Western value on the one side, and CCP, on the other, became notable. Therefore, a movement of thought reform for intellectuals had to be launched after the founding of the People's Republic of China. In this campaign to reform the soul, those purged were not only “the middle force” including NSAU’s students and professors, but even the CCP Yunnan Work Committee and NSAU’s underground party members. / In fact, the profound influence of NSAU’s underground party’s United Front work on “the middle force” did not end with the disbandment of NSAU and the establishment of new China. After the movement of thought reform for intellectuals, how the former NSAU’s underground party members and their targets of United Front work (i.e., the former NSAU’s teachers and students of “the middle force”) reflected upon the relations between nationalism, revolution and democracy is worth further examination and review. This will be one of the dimensions of a follow-up study of this dissertation. / 劉宇. / Thesis Ph.D. Chinese University of Hong Kong 2016. / Includes bibliographical references (leaves 339-365). / Abstracts in Chinese and English. / Title from PDF title page (viewed on September 8, 2017). / Liu Yu . / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only.

朱峰. / "2001年3月" / 論文 (哲學碩士)--香港中文大學, 2001. / 參考文獻 (leaves 150-159) / 附中英文摘要. / "2001 nian 3 yue" / Zhu Feng. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2001. / Can kao wen xian (leaves 150-159) / Fu Zhong Ying wen zhai yao. / 論文提要 --- p.I / 目錄 --- p.IV / 序言 --- p.VI / Chapter 第一章 --- 導言 --- p.1 / Chapter 一´Ø --- 槪念澄淸 / Chapter 二´Ø --- 研究回顧 / Chapter 第二章 --- 華南女子文理學院的歷史回溯 --- p.12 / Chapter 一´Ø --- 佈道家辦學…程呂底亞時期(1908-1925) / Chapter 二´Ø --- 教育家辦學…盧愛德時期(1925-1927) / Chapter 三´Ø --- 華人治校……王世靜時期(1928-1951) / Chapter 第三章 --- 社會角色的變遷：服務教會與服務社會的互動 --- p.50 / Chapter 一´Ø --- 直接服務教會(1908-1927) / Chapter 二´Ø --- 從服務教會到服務社會(1927´ؤ1949) / Chapter 三´Ø --- “爲人民服務´ح的嘗試(1949一1951) / Chapter 第四章 --- 教育角色的實踐：基督教女子高等教育的特點 --- p.77 / Chapter 一´Ø --- 宗教教育與愛國主義 / Chapter 二´Ø --- 女權辯論與家政專業 / Chapter 三´Ø --- 校友統計與個案分析 / Chapter 第五章 --- 性別角色的追尋：與福建協和大學的合倂爭論 --- p.114 / Chapter 一´Ø --- 合倂爭論的困擾 / Chapter 二´Ø --- 合倂爭論的分析 / Chapter 三´Ø --- 合倂爭論的意義 / 結語 --- p.133 / 參考書目 / 附錄一 ：2000年度問卷調˘¬表和基本數據 / 附錄二：華南女子文理學院學生畢業論文題目(部分） / 附錄三：華南女子文理學院教職員工履歷表 / 附錄四：金陵女院與華南女院各項統計數字比照(1934年） / 附錄五：華南女子文理學院財政收入比例變化表 / 附錄五：中外人名漢/英對照表

王家健. / "2007年9月". / 論文(哲學碩士)--香港中文大學, 2007. / 參考文獻(leaves 95-100). / "2007 nian 9 yue". / Abstract also in English. / Wang Jiajian. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2007. / Can kao wen xian (leaves 95-100). / Chapter 第一章 --- 前言 --- p.1-8 / Chapter 第二章 --- 十九世紀傳教士在廣州辦學情況 / Chapter 第一節 --- 十九世紀傳教士在廣州創辦教會學校的背景 --- p.9-11 / Chapter 第二節 --- 十九世紀傳教士在廣州創辦教會學校的槪況 --- p.11-15 / Chapter 第三節 --- 十九世紀傳教士在廣州創辦教會學校的特色 --- p.15-17 / Chapter 第四節 --- 十九世紀廣州教會學校對社會的影響 --- p.17-18 / Chapter 第五節 --- 小結 --- p.18 / Chapter 第三章 --- 廣州培正學校的創辦 / Chapter 第一節 --- 培正學校創辦緣起 --- p.19-23 / Chapter 第二節 --- 培正學校辦學槪況及特色 --- p.23-30 / Chapter 第三節 --- 小結 --- p.30-31 / Chapter 第四章 --- 二十世紀初期的廣州培正學校 / Chapter 第一節 --- 教會學校師生們的友愛與關懷 --- p.32-40 / Chapter 第二節 --- 培正學校與民國時期教育的變遷 --- p.40-53 / Chapter 第三節 --- 小結 --- p.53 / Chapter 第五章 --- 抗戰時期的廣州培正學校（1937-1944) / Chapter 第一節 --- 戰時教學活動的調整 --- p.54-61 / Chapter 第二節 --- 戰時社會服務 --- p.61-63 / Chapter 第三節 --- 小結 --- p.63-64 / Chapter 第六章 --- 校友貢獻 / Chapter 第一節 --- 校友在19世紀末至20世紀中期的變化 --- p.65-69 / Chapter 第二節 --- 校友自1920年代後往海外繼續學業日多 --- p.69-70 / Chapter 第三節 --- 校友在體育、藝術事業方面的貢獻 --- p.70-74 / Chapter 第四節 --- 校友在工業、科學事業及醫學方面的貢獻 --- p.74-77 / Chapter 第五節 --- 校友在政治方面的貢獻 --- p.77-78 / Chapter 第六節 --- 校友在商業方面的貢獻 --- p.78-79 / Chapter 第七節 --- 小結 --- p.79 / Chapter 第七章 --- 結論 --- p.80-82 / Chapter 第八章 --- 附錄 / 附錄一 1889-1944培正學校發展大事年表 --- p.83-84 / 附錄二李錦綸生平介紹 --- p.85 / 附錄三黃啓明生平介紹 --- p.86 / 附錄四楊元勛生平介紹 --- p.87 / 附錄五黃汝光先生訪問稿 --- p.88-89 / 附錄六鄺文熾先生訪問稿 --- p.90-91 / 附錄七洗子昌先生訪問稿 --- p.92 / 附錄八1890-1936年培正學校統計年表 --- p.93-94 / 參考書目 --- p.95-100

In April 1927, National Southeast University of Nanjing was taken over and reorganized by the Kuomingtang. In June, Educational Administration Committee of Nanjing National Government combined the former National Southeast University and the other eight official colleges and vocational schools in Nanjing, Shanghai and Suzhou, in order to set up the National Fourth Sun Yat-sen University. In May 1928, the new school was named National Central University confirmedly. By August 1949, the Nanjing Martial Administration Committee of Chinese Communist Party changed the National Central University to Nanjing University. Therefore, the National Central University, the former National Southeast University and the subsequent Nanjing University retained the historical continuousness. But also form 1927 to 1949, the National Central University had its unique features of intellectual and politics. That was an integrated history of school. With the foundation of the Nanking National Government, the National Central University had being turning into the super academy of China. Not only the scale of education or academic prestige but also given political resources, the National Central University held the most important status. At the same time, the relationship between the universty and politics was more and more much closed. The thesis focuses on the history of National Central University form 1927 to 1949, mainly including educational system, academic research, political culture in campus and so on. The items reflected the complex relation between state and intellectual. Besides, the thesis looks into some Chinese universities' issues, about the connotation and reality of nationalization of university, education by partification, academic freedom and faculty governance in context of Republican China. / 蔣宝麟. / Adviser: Yuen Sang Leung. / Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (p. 276-288). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Jiang Baolin.

林嘉嘉. / 論文(哲學博士)--香港中文大學, 2002. / 參考文獻 (p. 331-348). / 中英文摘要. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Lin jia jia. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002. / Can kao wen xian (p. 331-348).

Research findings suggest clear differentiation of institutional identities through time. Before 1978 when China embarked upon a process of ambitions reform efforts, the typical image of a university was 'a university of the masses', which actually relegated them to a 'tool' for the powers that be. After the Cultural Revolution, universities adopted the role of a 'frontier' and a 'national builder'. However, with the presence of the state and its tight ideological control, universities around that time were labeled as 'socialist universities' under the leadership of the party. Since 1992, universities have become increasingly involved in the market as the 'market economic system' has been developed and China has become more active in the global economy. The logic of the market and its mechanisms are no longer novel to universities. A trend forward corporatization can even be identified in the higher sector. / Since the late 1970s, higher education has undergone significant reform across the world, from the Western countries to the Chinese Mainland. In the Chinese Mainland, a central theme in higher education reform has been the debate on the construction of organizational forms for higher institutions. / The concept of 'identity' is adopted as the focus of research. Organization theorists believe that an organization, like a person, has an identity in modern society. Organizational identity, moreover, is closely related to the state and the market. It is argued that an organizational identity is usually constructed as a result of the interaction between the institution, the state, and the market. In this context, the change and re-constitution of the identity of Chinese universities are explored. This study adopts the nattative approach and Peking University is selected as the case for study. / The major underpinning of the study is that China is still---by centralized administration. Between 1949 and 1978, the characteristics of universities were mainly constructed between the state and universities in the presence of a planned economic system and the absence of a market. Since the implementation of which the market was introduced to the higher education as a spere for exploration, the state has remained the most important and the most powerful 'stakeholder'. Thus, many characteristics of the corporatization of Chinese higher education differ from those in the West. Some superficial, or even distorted forms of corporation can be identified in China. However, little significant change has taken place in terms of the organizational structure and administration governance of higher institutions. (Abstract shortened by UMI.) / The purpose of this study is to explore what has happed to universities under reform and to depict the universities present today. It is hoped that the study can contribute to our understanding of the kind of change that have affected universities, and to help us reflect on past decisions, policies, and incidents. Dicusions change will further illuminate the complex relationships between the state, university and the market. / 羅雲. / 論文(哲學博士)--香港中文大學, 2006. / 參考文獻(p. 133-149). / Advisers: Nai Kwai Leslie Lo; Wing Kwong Tsang. / Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0907. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2006. / Can kao wen xian (p. 133-149). / Luo Yun.