来华留学教育是我国教育对外开放的重要平台，发展意义重大。经过四十多年的努力，来华留学教育规模增长迅速，取得了显著成绩。相较于教育规模，当前来华留学生教育质量问题更为突出，比如生源质量较低、学历结构不平衡等等，提高来华留学生教育质量已是大势所趋。近年来政府颁布了多个质量规范和保障的政策文件，政策效果有待检验。因此，关注政策执行结果，发现和总结政策执行过程中的问题，找到政策执行不利的原因是十分有必要的。这既是探索提高来华留学生教育质量的有效路径之一，也可以为理解教育政策执行的复杂性提供研究经验。

本研究借鉴第三代公共政策执行研究中霍尼格（Honig）的“3P”理论模型，基于A大学来华留学生教育质量保障政策执行的实际情况，探究来华留学生教育质量保障政策执行的问题。研究发现，在入口环节，招生渠道多样制度明确，但标准宽松程序不明；师资和管理队伍投入不足；办学条件和经费保障充足。在过程环节，课程与教学质量有待提高；导师科研指导投入不足，效果有待提高；文化交流活动品牌化但国际化校园建设不足；管理和服务效能有待提升。在出口环节，学位授予出现明显的降格现象；就业指导和校友工作机制不健全。在高校内外部质量评估和认证上，存在体系不完善的问题。进一步从中归纳总结出政策执行的四个主要问题，分别是招生自主权难以实现；生源保障上数量优先；教师工作动力不足；管理队伍和制度建设不足。

在分析讨论造成诸多政策执行问题的原因时发现，来华留学生教育质量保障政策执行受到政策、人员、背景这三种因素以及它们之间相互作用的影响。该政策的制定不利于其有效执行，但回应了外部环境的需求。研究发现，高校和教师执行来华留学生教育质量保障政策的动力是不够的。受当下中国政治环境和高等教育制度背景的影响，高校和教师会根据自身的意愿、能力和利益，选择性地执行政策。在政策执行过程中，政府和高校都没有将来华留学生教育质量放在首位，而教师在实践中不得不放弃对质量的追求。

对此，分别从政策、人员、背景因素的角度提出政策建议：政策上，完善政策体系，包括加快质量标准体系建设和构建出台完整政策链条；背景上，加强来华留学生教育质量保障机制建设，建议扩大高校自主权和尊重高校学术权力，增强教育督导与问责制度建设，提升高等教育国际化水平；人员方面，提升来华留学生教育和管理专业化水平，既要加强国际化师资队伍和管理队伍建设，也要注重留学生在读体验和留学利益。

With the development ofchina’s opening-up to a deeper and wider range, as an important part of education opening to the outside world, the development of the education ofinternational students in china is of great significance. after more than 40 years of hard work, the scale ofinternational students studying in china has grown rapidly, andchinahas become the largest destination country for studying in asia. however, compared with the scale of education, the current education quality problems for international students in china are more prominent, such as the low quality of students and the unbalanced academic structure,etc. it is a general trend to improve the quality of education for international students in china. in order to improve and guarantee the quality of education for international students in china, the government has issued a number of policiesin recent years, and the effects of the policies need to be tested. therefore, it is necessary to pay attention to the results of policy implementation, discover and summarize the problems and challenges in the process of policy implementation, and find the influencing factors and their interactions that affect policy implementation. this is not only one of the effective ways to improve the quality of education for international students in china, but also provides research experience for understanding the complexity of the implementation of educational policies.

Using the "3P" theoretical model of Honig in the third generation of public policy implementation research, this study explores the current situation and problems of the implementation of the quality assurance policy for international students in China,based on the actual situation of the implementation of the quality assurance policy for international students inA university. It is found that in theinputs phase,the university has various enrollment channels and regular system, butthe enrollment standard is loose and the procedure is not clear. In the processphase, the quality of teaching andcurriculumsneeds to be improved; the investments of tutor's scientific research guidanceare insufficient and need improvement; the cultural exchange activities are branded but the international campus construction is insufficient;the quality of management and service needs to be improved. In theoutputs phase,there is a marked decline in degree granting, and employment guidance and alumni working mechanisms are not perfect. when it comes tothe internal and external quality evaluation and certification of universities, there are problems of imperfect system. Further summed up from the policy implementation of the four main problems, respectively, is difficult to achieve the autonomy of enrollment; priorityon the number of students in enrollment; teachers lack of motivation; administrators lack of management ability.

When analyzing and discussing the causes of many policy implementation problems, it is found that the outcomes of the policy are three factors, namely policy, people and place, and the interaction between them. The policy design of education quality assurance for international students in China is not conducive to its effective implementation, but it responds to the needs of external environment. The motivation of the implementation of the policy is not enough. Influenced by the current political environment and the background of higher education system in China, universities and teachers will selectively implement policies according to their own wishes, abilities and interests. In the process of policy implementation, neither the government nor the university will put the educational quality of international students in the first place, and teachers have to give up the pursuit of quality in practice.

In this regard, policy suggestions are made from the three dimensions of policy, place, and people. In terms of policy, improve the quality assurance policy system for  international students in China, including accelerating the construction of a quality standard system and establishing a complete policy chain. In terms of place, strengthen the construction of the educational quality assurance mechanism, includingexpanding university autonomy and respecting university academic power, strengthening the construction of educational supervision and university accountability systems, and enhancing the internationalization of higher education.In terms ofpeople, improve the professional level of education and management of international students in China,includingstrengthening the construction of an international faculty and management team,andpaying attention to the experience of international students and the benefits of studying abroad.