Internationalization Motives in Chinese Higher Vocational Education: A Second-Order Measurement Model and Institutional Variations

Abstract

Higher Vocational Education in China has expanded rapidly, with internationalization becoming a key strategy to align institutions with national goals and enhance students’ global skills. However, the underlying motives for internationalization in this sector remain poorly understood. This quantitative study investigates the structure and variation of institutional internationalization motives in Chinese higher vocational institutions. Data were collected through a structured questionnaire from 376 administrators in international affairs offices across four regions: East, Central, South, and Southwest China. The survey evaluated four motive dimensions: social/cultural, political, economic, and academic, each represented by four items. Confirmatory Factor Analysis supported a second-order construct, with all four dimensions contributing significantly to the overarching institutional motive. Reliability was high for all dimensions, with Cronbach’s α values ranging from 0.844 to 0.912, and convergent validity was established. Descriptive analysis indicated that political and academic motives were most prominent. Regional comparisons showed that institutions in East and South China demonstrated relatively stronger political and economic motives. Institutional-level comparisons revealed that designated institutions under the High-level Higher Vocational Institutions and Majors with Chinese Characteristics Initiative exhibited higher social/cultural, economic, and academic motives than non-designated institutions. These findings provide empirical evidence that internationalization motives in Chinese higher vocational institutions form a cohesive, multidimensional structure shaped by institutional, regional, and organizational factors. The study offers quantitative insights into how motives are measured and organized, thereby guiding strategies for developing balanced, sustainable, and contextually appropriate internationalization practices in Technical and Vocational Education and Training (TVET).