Research on Humanities and Social Sciences www.iiste.org ISSN 2224-5766 (Paper) ISSN 2225-0484 (Online) Vol.11, No.2, 2021 62 Higher Education Mergers in China: Lessons for Tanzanian Higher Education Institutions Robert Lucas Kaniki* Institute of Education, Xiamen University, China Vincent M. Chefor College of Foreign Languages and Cultures, Xiamen University, China Abstract Today, China stands out as a good example in terms of higher education institutional mergers, given its accumulated experience and great number of cases of university mergers compared to other countries around the world. This Paper aims to examine mergers in Chinese higher education institutions (CHEIs) by reviewing and analyzing an extensive body of literature on these CHEI mergers and drawing lessons for Tanzanian higher education institutions (THEIs). The study also aims to closely examine some critical aspects of CHEI mergers such as merger policies and restructuring strategies. From the analysis, the study uncovers five CHEI merger solutions, including: Joint Construction, Institutional Amalgamation, Cooperative Administration of Institutions, Transfer of Jurisdiction and Participation of Other Social Sectors in Institutional Operation, from which THEIs can draw inspiration as they lead to academic programs benefits, improved student enrollment, personnel benefits, educational quality enhancement, and financial resource benefits. It is hoped that this study will contribute to narrowing the research gap in university merger studies. It also has a potential to better assist higher education institutions, decision-makers, policy-makers and other higher education stakeholders in planning and implementing higher education merger policies. Keywords: Higher education mergers, Institutional Mergers, CHEIs, THEIs, Merger policies DOI: 10.7176/RHSS/11-2-09 Publication date: January 31 st 2021 1. Introduction Higher education mergers have become an important phenomenon for some national governments in their quest to resolve the number of problems facing higher educational institutions such as quality of education, institutional fragmentation, financial difficulties, academic viability, institutional efficiency, and external threats, particularly those related to global competitiveness (Harman & Harman, 2003). In the higher education sector, a sizable body of literature defines mergers as a distinctive form of inter-institutional cooperation. It also describes mergers as a transfer of ownership in which one or both entities legally disappear and re-emerge as a new entity which has common ownership of the assets of the former organizations (Cai & Yang, 2015; Harman 1989; Lang 2002; Goedegebuure 1992). Since the 1960s, many nations around the world have considered higher education mergers as a significant tool in carrying out the reform of their higher education systems. Several examples of mergers abound worldwide, including: the Dutch hogescholen (HBO) reform mergers in the 1980s and 1990s, the restructuring of Norwegian colleges through mergers in 1994, the Finish government’s establishment of polytechnics, from 1991 to 1995, through the upgrading and merging of some advanced vocational schools. Also, the establishment of polytechnics in the UK and colleges of advanced education in Australia all occurred as a result of merger processes in the higher education systems of these countries, with the aim of resolving the problems of fragmentation and duplication within their respective educational sectors (Cai & Yang, 2015; Goedegebuure, 1992; Kyvik 2002) The experience of Mergers in Chinese higher education institutions (CHEIs) started in the 1990’s when the State Council and the State Educational Commission in China required colleges and universities to improve upon their management system and quality of education (Huang, 2003). The institutions involved were small in size, narrow in specialization and low in terms of professional level. This plan was intended to enhance educational quality, improve institutional efficiency and share educational resources. The plan encouraged individual universities to merge into single comprehensive educational entities so as to have universities with solid academic programs, well-grounded administrative structures, quality, and efficient facilities (Cai, 2013). In spite of criticisms regarding implementation, topographical factors and criteria for evaluating merger outcomes, university mergers as a process in China has brought about substantial results in transforming the Chinese higher education system into a benchmark of world-class universities (Yang, 2015). Higher education mergers have been a major tool for the restructuring of Chinese universities. Chinese university mergers do not just transform the number of institutions involved into newly-founded institutions but there is also a change in policy, structure and administrative system (Ouyang, 2004). In an era of economic globalization, the Chinese government initiated a huge restructuring of higher education institutions aimed at