20世纪80年代以来，随着教育服务贸易和高等教育大众化的影响，国别之间旺盛的高等教育需求与供给不足之间的矛盾，使“优质教育资源”为合作办学提供了可能，也因此激发了跨境高等教育的巨大市场潜力，具有独立法人资格和独立校园的中外合作大学应运而生。自2004年以来，经教育部批准的中外合作大学共9所：宁波诺丁汉大学、温州肯恩大学、西交利物浦大学、上海纽约大学、北京师范大学-香港浸会大学联合国际学院、昆山杜克大学、香港中文大学（深圳）、广东以色列理工学院、深圳北理莫斯科大学。

同时，随着教育问责制的强化，高等教育成本和消费者负担的增加，利益相关者对于教育资源的投入成效，特别是对于学生发展的影响作用的关注度日趋增长，学生发展的质量也已逐渐成为高等教育质量评价的核心标准。

在此背景下，本研究以6所中外合作大学为研究对象，通过文献梳理，从“学生发展的结果呈现和过程影响两方面”明确学生发展的概念界定，选取“质量文化”这一理论视角，采用混合方法研究，提出研究问题“中外合作大学学生发展现状如何？基于质量文化理论，影响学生发展的因素有哪些？这些因素如何影响学生发展？如何从质量文化角度建构中外合作大学学生发展的支持系统？”进而设计有效研究方法，开发研究工具。旨在思考教育国际化浪潮中，中国跨境高等教育的提质与增效，及其带来的借鉴意义。主要研究内容和结论如下：

第一，质量文化视角下中外合作大学学生发展群像素描。根据量化分析、质性访谈和各校发布的就业质量报告建构了中外合作大学学生“通识教育、知识技能、个人社会性发展”三个发展子维度，并从“核心能力呈现独特性、高质量发展、发展面临挑战”三个方面提炼了中外合作大学学生发展的概貌与特色。

第二，质量文化视角下中外合作大学学生发展影响因素研究。运用混合方法研究发现：质量文化四个层的量化指标和质性类属存有差异，但也殊途同归；显著性分析结果是对质性分析的补位：专业类别、年级、学生干部经历、父母亲受教育程度、生源地以及中外合作类型对学生发展存在一定的显著差异；相关分析与质性分析结果相互验证：质量文化对学生发展为正相关，但家庭社会经济地位（SES）和生源质量呈现不相关与低相关；回归分析与质性分析结果关系复杂：物质层及其子维度对学生发展呈现负向影响以及学生课外活动行为未进入回归方程，这与质性结果不同。物质层的“通过质保机制稳控师资质量”和行为层的“师生互动”“朋辈互动”类属是对量化分析的补充与解释。不同合作类型高校进入回归方程，是对质性分析的补位；影响权重结果与理论契合。上述研究结果间的异同由影响机理作进一步的剖析和验证。

第三，质量文化视角下中外合作大学学生发展影响机理研究。借助结构方程模型中的路径分析和中介效应检验技术，构建了“链式多重中介”影响机理模型，模型的解释力达到91%；呈现了质量文化对学生发展的驱动型理论体系；挖掘了多重影响机理，证实了中外合作大学质量文化四个层通过链式多重中介作用正向影响学生发展，其中“物质层质量文化→行为层质量文化→制度层质量文化→精神层质量文化→学生发展”是最重要的一条层层递进的链式影响路径；质量文化对中外合作大学学生发展的总影响由高到低为：精神层、行为层、物质层、制度层，符合质量文化和学生发展相关理论。本部分还从四个方面比较了本研究的影响机理模型与原有质量文化和学生发展相关理论模型的异同：学生发展的结果呈现维度不同、学生发展影响过程剖析的理论视角不同、“链式多重中介理论模型”获取结果不同、精神层作为质量文化的核心概念价值认同一致。

第四，质量文化视角下中外合作大学学生发展支持系统构建。基于上述研究结果，在探讨了质量问责核心“谁的质量”和高校及学生发展的“质量风险”后，从质量文化的视角构建中外合作大学学生发展的四层次支持系统：通过经费来源、校园环境、师资队伍、学生结构等物质层质量文化支持系统的构建来保障学生发展；通过学生参与、教师参与、师生互动、朋辈互动等行为层质量文化支持系统的构建来提升学生发展；通过评价制度、制度参与、教学制度、支持制度等制度层质量文化支持系统的构建来激励学生发展；通过质量意识、质量理念、质量定位、质量愿景等精神层质量文化支持系统的构建来引领学生发展。这是从“质量文化”理论的视角对“院校影响力”和“学生发展”理论的全面回应，也能对国内普通高校的质量建设和学生发展提供一定的借鉴。

本研究的总体结论是：中外合作大学学生发展是“高质量”“特色化”与“挑战性”的融合，而其在质量文化视角下的影响因素与影响机理则可以用“链式多重中介模型”来概括，证实了中外合作大学质量文化四个层通过链式多重中介作用正向影响学生发展，进而构建了质量文化视角下中外合作大学学生发展的支持系统。

Since the 1980s, with the impact of the education service trade and the popularization of higher education, the contradiction between the strong demand for higher education and insufficient supply between countries has made it possible for “high-quality educational resources”to cooperate in running schools. A huge market potential for cross-border higher education has been created, with the emergence of Sino-foreign cooperative universities with independent legal personality and independent campuses. Since 2004, there have been 9 Sino-foreign cooperative universities approved by the Ministry of Education: University of Nottingham Ningbo China, Wenzhou-Kean University, Xi’an Jiaotong-liverpool University, NYU Shanghai, Beijing Normal University-Hong Kong Baptist University United International College, Duke Kunshan University, The Chinese University of Hong Kong （Shenzhen）, Guangdong Technion-Israel Institute of Technology, Shenzhen MSU-BIT University.

At the same time, with the strengthening of the educational accountability system, the cost of higher education, the increase in consumer burdens, stakeholders’ investment in higher education resources, especially the impact of student development, was largely increasing, accompanied by development of the quality of student. As such, quality of operating universities became essential for managing such academic institutions.

Under this context, this research takes 6 cases of Sino-foreign cooperative universities as the research objects. Through literature reviewing, clarifying the concept of student development from “the presentation of the results of student development and analyzing the influence of the process”, selecting the theoretical perspective of “quality culture”of a such mixed methods of research, the author tries putting forward and answer the following research questions:“What is the current situation of student development in Sino-foreign cooperative universities? Based on the quality culture theory, what are the factors affecting student development? How do these factors affect student development?  How to construct a supporting system for student development from the perspective of quality culture?” The author then tries to design effective research methods and develop research tools for fulfilling such object. Further, the author aims to have more reflections over  the quality and efficiency and its significance of China’s cross-border higher education in the wave of education internationalization. The main research contents and conclusions are as follows:

First, a sketch of the development of a group of students in Sino-foreign cooperative universities from the perspective of quality culture. According to quantitative analysis, qualitative interviews, and employment quality reports issued by various schools, three development sub-dimensions of “general education, knowledge and skills, and personal social development” for Sino-foreign cooperative university students have been constructed, and the core competence is unique of higher quality. The three aspects of quality development and development facing challenges are to be refined in terms of the general picture and characteristics of student development in Sino-foreign cooperative universities.

Second, research on the impacting factors of student development in Sino-foreign cooperative universities from the perspective of quality culture. Research using the mixed methods found that the quantitative indicators and qualitative categories of the four levels of quality culture are different, but they also could reach the same goal by different routes;  The results of significance analysis complement the qualitative analysis: professional category, grade, student cadre experience, parental education, place of origin, and type of cooperation have significant differences in student development; Correlation and qualitative analysis results mutually verify: quality culture is positively related to student development, while family socioeconomic status (SES) and student source quality are shown irrelevant and low-relevant; The relationship between regression and qualitative analysis results is complicated: the material or the resource layer and its sub-dimensions have a negative impact on student development and students’ extracurricular activities have not entered the regression equation, which is different from the qualitative results; The categories of “stabilizing the quality of teachers through the quality assurance mechanism” at the material level and “teacher-student interaction” and “peer interaction” at the behavioral level complement and explain quantification; Entering the regression equation of different cooperative types of universities is a supplement to the qualitative analysis; The impacting results tend to be consistent with the theory. The similarities and differences between the above research results require further analysis and verification of the impact mechanism.

Third, the research on the influence mechanism of student development in Sino-foreign cooperative universities from the perspective of quality culture. With the aid of path analysis and intermediary effect test technology in the structural equation model, a “chain-type multiple intermediary” influence mechanism model is to be constructed, and the explanatory power of the model reached 91%; Presents the driving theory system of quality culture on student development; Mined multiple influence mechanisms, it proves that the four levels of quality culture in Sino-foreign cooperative universities positively affect student development through multiple intermediary effects in a chain, of which “material level quality culture→behavior level quality culture→system level quality culture→spiritual level quality culture→student development” is the most important. A progressive chain path of influence; The total impact of quality culture on the development of students in Sino-foreign cooperative universities is descended from higher to lower level: spiritual level, behavior level, material level, and system level, in line with the related theories of quality culture and student development. This part also compares the similarities and differences between the impact mechanism model of this study and the original quality culture and student development related theoretical models from four aspects: the different presentation dimensions of the results of student development, the different theoretical perspectives for analyzing the impact process of student development, and the different results of theoretical models , spiritual level is the same as the core concept of quality culture.

Fourth, the construction of the student development support system for Sino-foreign cooperative universities from the perspective of quality culture. Based on the above research results, after discussing the core of quality accountability of “whose quality” and the “quality risk” of university and student development faced, a four-level support system for student development in Sino-foreign cooperative universities is to be constructed from the perspective of quality culture, which is to be achieved through the construction of  material support system such as funding sources, campus environment, faculty, and student structure so as to ensure student development, through the construction of behavioral quality cultural support system such as student participation, teacher participation, teacher-student interaction, peer interaction so as to enhance student development, through the construction of institutional support system such as evaluation system, system participation, teaching system, support system so as to encourage student development, through the construction of spiritual quality culture support system such as quality awareness, quality concept, quality positioning, and quality vision development so as to guide the development of students. This is taken as a comprehensive response to the theory of “academic influence” and “student development”from the perspective of “quality culture” theory, which could also provide a certain reference for the quality construction and student development of domestic ordinary universities.

Finally, an overall conclusion is drawn from the mixed methods research: The student development of Sino-foreign cooperative universities is a combination of factors as “high quality seeking”, “specialization targeting” and “loopholes filling”. Its influencing factors and mechanisms from the perspective of quality culture can be summarized with the “chain-type multiple intermediary model”. It proves that the four layers of the quality culture of Sino-foreign cooperative universities will positively influence student development through the multi-chain intermediary effect, having constructed the supporting system of student development at Sino-foreign cooperative universities.