This study analyzes the implementation of management policies for foreign educators in Sino-foreign collaborative higher education institutions in China. While Sino-foreign cooperation in education has expanded significantly since the 1995 Ministry of Education regulations, the management of foreign teachers remains fragmented and lacks systematic, detailed guidelines. Through a multi-case study approach, this research investigates the effectiveness of current policies from the perspectives of foreign teachers and administrators, highlighting challenges such as incomplete qualification verification, vague contractual terms, cultural adaptation difficulties, and insufficient teaching quality supervision. The findings reveal that inconsistent policy enforcement and limited communication hinder optimal teaching outcomes and cooperation. The study underscores the critical role of foreign teachers and administrators in adapting and applying policies effectively and advocates for more specific, unified, and culturally sensitive management frameworks. Recommendations include establishing transparent qualification procedures, standardized contracts, comprehensive induction and cultural training, and robust evaluation and feedback mechanisms. This research contributes to the theoretical integration of cultural conflict and management theories in foreign teacher policy and offers practical guidance to policymakers and educational institutions to enhance the quality and sustainability of Sino-foreign cooperative education.
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