The interviews

Given the particular stakeholders interests reported on here and these players’involvement in the CAP，interviews were designed individually. In the case of the Dean，government policy and educational reform were a focus. The other two interview schedules were similar to those used for teaching academics but included extra questions related to the different roles these interviewees had in relationship to the establishment and implementation of the CAP. Extra questions also included queries about their knowledge of the education systems in both countries and the student experience of studying abroad. When designing the interviews，we had access to the original contracts that were drawn up between the two universities and could ask these interviewees to revisit aims and expectations of the CAP. Interviews were conducted in a mix of Chinese and English. One of the researchers speaks Mandarin，an interpreter was always present and the interviewee was welcome to answer in English or Chinese or a mix of both. Interviews were transcribed and translated where necessary.(https://www.daowen.com)

Logan，Sumsion and Press (2013) have written about the insights to be gained from‘elite’interviews. They suggest that by interviewing those who have been part of policy making there may be understandings to be gained about influences that could impact in decisions on policy and implementation. These authors define the term elite‘to refer to high profile personnel who have access to specialised knowledge’(p.712) and relate this to those who have extensive networks and hold a strategic position. That the Dean is in such a position is supported by Huang's (2015)discussion of leaders in the 211 universities. The Dean's interview was therefore divided into three parts which were；policy，implementation and experience of the CAP. He answered in Chinese and the answers were translated.