This study aims to conceptualize the actor–knowledge nexus to examine how politically embedded higher education institutions (HEIs) shaped the epistemic dynamics of tourism-based poverty reduction. Focusing on the Chinese context, it showed how HEIs contributed not only through implementation but also through situated, active knowledge generation.
Guided by an interpretive paradigm, this qualitative study analyzed 20 semi-structured interviews from 16 HEI-led tourism initiatives across eight Chinese provinces.
Chinese HEIs’ contributions to tourism poverty reduction can be understood across five key dimensions. They tended to adopt a mindset-oriented approach, providing individuals with a broader perspective essential for sustainable tourism livelihoods. Their knowledge generation was human-centered, emphasizing the empowerment and participation of marginalized groups. The process of knowledge production appeared co-creative and exploratory, evolving through field experiences rather than following rigid frameworks. By drawing on diverse, interdisciplinary expertise, HEIs likely offered well-rounded insights. Finally, the knowledge produced by Chinese HEIs tended to result in subtle, refined outcomes, contrasting with large-scale capital investments, thereby better aligning with the specific realities and conditional constraints of local communities targeted by tourism poverty reduction initiatives.
This study addressed a critical gap by conceptualizing the actor–knowledge nexus in tourism-based poverty reduction. It advanced theory through a heuristic framework capturing the dynamics of HEI-generated knowledge across five dimensions, highlighted the role of Chinese HEIs as politically embedded and development-driven knowledge producers and demonstrated how such knowledge shapes practice. Practically, this study underscored the need for long-term HEI–community partnerships and the transferability of Chinese HEIs’ gradual, iterative approach to other Global South and Western contexts. Together, these insights extend understanding of higher education’s role in sustainable development and offer actionable guidance for policy and practice.
