Abstract: Graduate supervisors are pivotal forces in the cultivation of postgraduate students, bearing the significant mission and responsibility of nurturing high-level innovative talents for the nation. Leveraging Schneider and Ingram’s policy instrument analysis framework, this study conducts a quantitative content analysis of 22 policy texts related to the graduate tutor system in China from 2012 to 2022. The findings reveal that while the utilization of policy instruments in the development of the graduate tutor system at universities in China has been relatively comprehensive in recent years, there is a tendency to rely primarily on authoritative tools, coupled with insufficient application of motivational and capacity-building tools. Moreover, there exists a differential use of policy instruments across various dimensions of policy content. Recommendations include augmenting the use of motivational and capacity-enhancing tools and increasing the supply of policy instruments in the selection, appointment, and academic capability development stages for graduate tutors within the policy content dimensions.