Pub Date : 2022-01-01DOI: 10.1177/2212585X221092849
B. Cui, M. White, Faye McCallum
Teachers in rural China are considered disadvantaged compared to their urban counterparts on several measures, including working conditions, remuneration, and access to professional development opportunities. We argue that teacher wellbeing plays a crucial role in teacher quality because quality teachers require optimal functioning and wellbeing to teach well. This study reports on the qualitative element of an exploratory sequential mixed-methods research design investigating Chinese rural teachers’ attitudes towards wellbeing. The results of this study confirmed that remuneration, access to professional development opportunities and social status of rural teachers are behind those of urban teachers in China. However, several rural teachers excelled in the profession, showing a passion for teaching that transformed the lives of rural students. This study discovered a gap in the current research on the wellbeing of rural teachers in China and suggested that policymakers should promote the unique positive aspects of rurality, including teachers’ passion for optimal outcomes for their students, rather than focussing on the negative aspects of rurality.
{"title":"Exploring rural Chinese teachers’ attitudes towards wellbeing: Qualitative findings from appreciative semi-structured interviews","authors":"B. Cui, M. White, Faye McCallum","doi":"10.1177/2212585X221092849","DOIUrl":"https://doi.org/10.1177/2212585X221092849","url":null,"abstract":"Teachers in rural China are considered disadvantaged compared to their urban counterparts on several measures, including working conditions, remuneration, and access to professional development opportunities. We argue that teacher wellbeing plays a crucial role in teacher quality because quality teachers require optimal functioning and wellbeing to teach well. This study reports on the qualitative element of an exploratory sequential mixed-methods research design investigating Chinese rural teachers’ attitudes towards wellbeing. The results of this study confirmed that remuneration, access to professional development opportunities and social status of rural teachers are behind those of urban teachers in China. However, several rural teachers excelled in the profession, showing a passion for teaching that transformed the lives of rural students. This study discovered a gap in the current research on the wellbeing of rural teachers in China and suggested that policymakers should promote the unique positive aspects of rurality, including teachers’ passion for optimal outcomes for their students, rather than focussing on the negative aspects of rurality.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47203516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1177/2212585X221147604
Miguel Lim, Rui He, Choen Yin Chan
This special collection draws upon themes discussed at the annual China and Higher Education conference series started at the University of Manchester. One recurring theme concerns the experiences of academics in Chinese institutions, particularly international and returnee academics in China and the related recruitment and management policies. The articles in this issue all relate to this theme, as well as wider processes of cooperation between China and ‘external’ partners or ‘outsiders’. In this light we also propose more attention to the notion of ‘kindness’ to describe both the theory and practice of these engagements.
{"title":"WITHDRAWAL—Administrative duplicate publication: Engagement with China from inside and out: Kindness and academic dialogue","authors":"Miguel Lim, Rui He, Choen Yin Chan","doi":"10.1177/2212585X221147604","DOIUrl":"https://doi.org/10.1177/2212585X221147604","url":null,"abstract":"This special collection draws upon themes discussed at the annual China and Higher Education conference series started at the University of Manchester. One recurring theme concerns the experiences of academics in Chinese institutions, particularly international and returnee academics in China and the related recruitment and management policies. The articles in this issue all relate to this theme, as well as wider processes of cooperation between China and ‘external’ partners or ‘outsiders’. In this light we also propose more attention to the notion of ‘kindness’ to describe both the theory and practice of these engagements.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44772062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1177/2212585X221089103
Mohammed Aatif
Attitude and motivation play a fundamental and complementary role in the learning process of any foreign language acquisition. Correspondingly, Previous studies have indicated that learners' high attitude and motivation always help them acquire foreign languages efficiently. However, the present study investigated whether Arab learners are integratively or instrumentally motivated to learn Chinese as a foreign language in China. Likewise, how attitude could affect their learning. 271 Arab learners from 10 different nationalities participated in this study. The study was a mixed-methods design, and data were collected through a questionnaire then followed by semi-structured interviews. Descriptive statistics analysis, means and standard deviations using SPSS 25 were employed to analyse collected data. The findings of this study revealed that Arab learners have positive attitudes and motivations to learn Chinese language. Additionally, they were a bit high integratively motivated toward learning Chinese language. This study has concluded limitations and recommendations to help institutions and interested researchers shed light on these further research studies.
{"title":"Attitude and motivation of arab learners learning chinese language in china","authors":"Mohammed Aatif","doi":"10.1177/2212585X221089103","DOIUrl":"https://doi.org/10.1177/2212585X221089103","url":null,"abstract":"Attitude and motivation play a fundamental and complementary role in the learning process of any foreign language acquisition. Correspondingly, Previous studies have indicated that learners' high attitude and motivation always help them acquire foreign languages efficiently. However, the present study investigated whether Arab learners are integratively or instrumentally motivated to learn Chinese as a foreign language in China. Likewise, how attitude could affect their learning. 271 Arab learners from 10 different nationalities participated in this study. The study was a mixed-methods design, and data were collected through a questionnaire then followed by semi-structured interviews. Descriptive statistics analysis, means and standard deviations using SPSS 25 were employed to analyse collected data. The findings of this study revealed that Arab learners have positive attitudes and motivations to learn Chinese language. Additionally, they were a bit high integratively motivated toward learning Chinese language. This study has concluded limitations and recommendations to help institutions and interested researchers shed light on these further research studies.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42706914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1177/2212585X221097719
B. Cui, Faye McCallum, M. White
The importance of teachers’ wellbeing and the complexities of teaching are becoming more widely understood through the lens of positive psychology. For example, teachers’ wellbeing and optimal functioning have an impact on their ability to teach effectively, teacher retention and their job satisfaction. However, there is a shortage of global research investigating teachers’ wellbeing, especially in rural China. The current study contributes to this shortage through an appreciative inquiry to examine rural teachers’ wellbeing in Jilin Province in rural China. Unlike earlier research, this study focused on the positive elements of rurality that strengthen teachers’ wellbeing. A two-phase exploratory, sequential, mixed-methods design was adopted. This paper reports on quantitative findings of Stage 2 of the study, a latent profile analysis of 1,198 participants’ experiences of wellbeing. The results suggest there are five unique profiles that enable rural Chinese teachers’ wellbeing: thriving, personally driven, surviving, career-driven and languishing. This study undertakes a novel approach of latent profile analysis of teachers’ wellbeing in rural China. These findings have implications for policymakers, initial teacher education programs, and teacher wellbeing interventions.
{"title":"An exploration of rural Chinese teachers’ wellbeing: Insights from mixture modelling of latent profile analysis","authors":"B. Cui, Faye McCallum, M. White","doi":"10.1177/2212585X221097719","DOIUrl":"https://doi.org/10.1177/2212585X221097719","url":null,"abstract":"The importance of teachers’ wellbeing and the complexities of teaching are becoming more widely understood through the lens of positive psychology. For example, teachers’ wellbeing and optimal functioning have an impact on their ability to teach effectively, teacher retention and their job satisfaction. However, there is a shortage of global research investigating teachers’ wellbeing, especially in rural China. The current study contributes to this shortage through an appreciative inquiry to examine rural teachers’ wellbeing in Jilin Province in rural China. Unlike earlier research, this study focused on the positive elements of rurality that strengthen teachers’ wellbeing. A two-phase exploratory, sequential, mixed-methods design was adopted. This paper reports on quantitative findings of Stage 2 of the study, a latent profile analysis of 1,198 participants’ experiences of wellbeing. The results suggest there are five unique profiles that enable rural Chinese teachers’ wellbeing: thriving, personally driven, surviving, career-driven and languishing. This study undertakes a novel approach of latent profile analysis of teachers’ wellbeing in rural China. These findings have implications for policymakers, initial teacher education programs, and teacher wellbeing interventions.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43891496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1177/2212585X221144897
K. Lam, L. Ang, F. Hoe, Hie-Ling Ting
Needs analysis for language courses has to be carried out continuously to keep up with global changes and the needs of learners. This mixed-method study aims to describe the subjective and objective needs of the Mandarin learners in Universiti Malaysia Sarawak (UNIMAS), Malaysia, and to check if these needs correspond with each other. Targetting at 120 learners and two instructors, a questionnaire survey was distributed, and complemented by qualitative data derived from focus group interviews. Result shows that learners’ subjective needs correspond with objective needs for motivational orientation, textbook, and cultural exposure. Statistically insignificant differences were found in the expected skills to learn, lecture-activities ratio, and teaching-learning activities. The study concludes that flexibility, student-centeredness and practicality are elements to look into for course improvement. Future research can explore learners’ needs in mastering writing skill, as well as the needs differences among learners across different levels. The study complements the understanding and knowledge of needs analysis in regard to Mandarin learning outside of China.
{"title":"Subjective and Objective Needs Analysis of Mandarin Learners","authors":"K. Lam, L. Ang, F. Hoe, Hie-Ling Ting","doi":"10.1177/2212585X221144897","DOIUrl":"https://doi.org/10.1177/2212585X221144897","url":null,"abstract":"Needs analysis for language courses has to be carried out continuously to keep up with global changes and the needs of learners. This mixed-method study aims to describe the subjective and objective needs of the Mandarin learners in Universiti Malaysia Sarawak (UNIMAS), Malaysia, and to check if these needs correspond with each other. Targetting at 120 learners and two instructors, a questionnaire survey was distributed, and complemented by qualitative data derived from focus group interviews. Result shows that learners’ subjective needs correspond with objective needs for motivational orientation, textbook, and cultural exposure. Statistically insignificant differences were found in the expected skills to learn, lecture-activities ratio, and teaching-learning activities. The study concludes that flexibility, student-centeredness and practicality are elements to look into for course improvement. Future research can explore learners’ needs in mastering writing skill, as well as the needs differences among learners across different levels. The study complements the understanding and knowledge of needs analysis in regard to Mandarin learning outside of China.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42549806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1177/22125868211059197
Sebastian Zhao, Boulou Ebanda de B’beri
This study focuses on analyzing the acculturation of Chinese international students in Canada, emphasizing students' post-graduation settlement in China, Canada, or in other countries. Chinese international students commonly experience a multilayered acculturative adjustment when they are challenged by a new culture. In this process, they develop an identity negotiation that impacts their settlement into a new country. This study mobilizes four notions of acculturation (e.g., assimilation, integration, marginalization, and separation), to evaluate Chinese international students’ identity negotiation after university. This research uses 17 semi-structured interviews to understand how participants' identities were negotiated through their acculturative adjustment. First, the findings highlight the importance of career factors and family values in participants' settlement decisions. Second, the balance between Chinese identity and Canadian identity has some impact on student’s migration plans.
{"title":"Identity negotiation of Chinese international students in Canada: A study on cosmopolitan post-graduation settlement","authors":"Sebastian Zhao, Boulou Ebanda de B’beri","doi":"10.1177/22125868211059197","DOIUrl":"https://doi.org/10.1177/22125868211059197","url":null,"abstract":"This study focuses on analyzing the acculturation of Chinese international students in Canada, emphasizing students' post-graduation settlement in China, Canada, or in other countries. Chinese international students commonly experience a multilayered acculturative adjustment when they are challenged by a new culture. In this process, they develop an identity negotiation that impacts their settlement into a new country. This study mobilizes four notions of acculturation (e.g., assimilation, integration, marginalization, and separation), to evaluate Chinese international students’ identity negotiation after university. This research uses 17 semi-structured interviews to understand how participants' identities were negotiated through their acculturative adjustment. First, the findings highlight the importance of career factors and family values in participants' settlement decisions. Second, the balance between Chinese identity and Canadian identity has some impact on student’s migration plans.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41465388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1177/22125868211073147
Stephanie Nicol, S. Bice
The COVID-19 pandemic posed a major challenge for education leaders and policymakers across the globe. This paper discusses the experience of Tsinghua University’s shift to fully online learning, as the first major university in the world to move all courses online in response to the 2020 pandemic. The article introduces the Institutional Resilience in Higher Education Framework to articulate the factors that drive quality education during times of crisis. The article explores the shift to online learning in the context of pandemic as transboundary crisis and details Tsinghua’s online learning emergency response to distil lessons learnt and identify emerging best practices for further online learning implementation. It extrapolates broader lessons about university response to transboundary crises and highlights the importance of effective crisis management, institutional resilience and leadership for delivering quality higher education in emergencies and beyond.
{"title":"Negotiating transboundary crises in higher education: Tsinghua University’s shift to online learning during the COVID-19 pandemic","authors":"Stephanie Nicol, S. Bice","doi":"10.1177/22125868211073147","DOIUrl":"https://doi.org/10.1177/22125868211073147","url":null,"abstract":"The COVID-19 pandemic posed a major challenge for education leaders and policymakers across the globe. This paper discusses the experience of Tsinghua University’s shift to fully online learning, as the first major university in the world to move all courses online in response to the 2020 pandemic. The article introduces the Institutional Resilience in Higher Education Framework to articulate the factors that drive quality education during times of crisis. The article explores the shift to online learning in the context of pandemic as transboundary crisis and details Tsinghua’s online learning emergency response to distil lessons learnt and identify emerging best practices for further online learning implementation. It extrapolates broader lessons about university response to transboundary crises and highlights the importance of effective crisis management, institutional resilience and leadership for delivering quality higher education in emergencies and beyond.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47859984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1177/22125868211061993
Gaoming Zheng
The Research Handbook on Academic Careers and Managing Academics is a signi fi cant book that investigates the nature of academic work, academic career development and the management of academics in the changing context of higher education. The book makes three main contributions to higher education research. First, it highlights and illustrates the major changes in the context of higher education that affect the academic work today. Second, it provides a thorough and comprehensive analysis of micro-to macro-level changes in the academic profession, covering a wide geographic area including Argentina, Chile, China, Finland, Ireland, Japan, Korea, Latvia, Netherlands, Norway, Sweden, United Kingdom, and United States. Third, it is one of only few efforts to cover the perspectives of aging and gender in understanding academics ’ development and management. The book is written as a rigorous academic study, including 29 chapters divided into seven parts. Part I (chapters two to fi ve) reveals major changes in higher education for the development and management of the academic profession, covering changes of political economy, the di-versi fi cation and strati fi cation of higher education, growing emphasis on the third mission of higher education, and shifts from collegial to managerial forms of university leadership. Part II (chapters six to 11) examines boundaries around de fi ning “ academics ” and “ professionals ” and discusses the distinct roles of academics in the changing context of higher education at system and institutional levels. This part draws our attention to the new categories of professionals, new forms of academic work, and new conditions for professionals (e.g.,
{"title":"Book Review: Research Handbook on Academic Careers and Managing Academics","authors":"Gaoming Zheng","doi":"10.1177/22125868211061993","DOIUrl":"https://doi.org/10.1177/22125868211061993","url":null,"abstract":"The Research Handbook on Academic Careers and Managing Academics is a signi fi cant book that investigates the nature of academic work, academic career development and the management of academics in the changing context of higher education. The book makes three main contributions to higher education research. First, it highlights and illustrates the major changes in the context of higher education that affect the academic work today. Second, it provides a thorough and comprehensive analysis of micro-to macro-level changes in the academic profession, covering a wide geographic area including Argentina, Chile, China, Finland, Ireland, Japan, Korea, Latvia, Netherlands, Norway, Sweden, United Kingdom, and United States. Third, it is one of only few efforts to cover the perspectives of aging and gender in understanding academics ’ development and management. The book is written as a rigorous academic study, including 29 chapters divided into seven parts. Part I (chapters two to fi ve) reveals major changes in higher education for the development and management of the academic profession, covering changes of political economy, the di-versi fi cation and strati fi cation of higher education, growing emphasis on the third mission of higher education, and shifts from collegial to managerial forms of university leadership. Part II (chapters six to 11) examines boundaries around de fi ning “ academics ” and “ professionals ” and discusses the distinct roles of academics in the changing context of higher education at system and institutional levels. This part draws our attention to the new categories of professionals, new forms of academic work, and new conditions for professionals (e.g.,","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45478662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-01DOI: 10.1177/22125868211058911
Jing Yu
With neo-nationalism spreading in both China and the US as well as the evolving COVID-19 pandemic, Chinese international undergraduate students are perceived as in-between: racialized in their host country and labeled as out-group members in their home country. In both contexts, their voices are constantly marginalized and silenced. Drawing upon the concept of self-formation, this article uses an ethical paradigm to emphasize students’ self-determining agency and capability in the process of personal transformation. Based on online observation and semistructured Zoom interviews, this study demonstrates that Chinese students tend to live and study resiliently amid current heightened uncertainties. More importantly, they actively exercise independent autonomy to facilitate plural identities, albeit under social circumstances beyond their control. Instead of being caught in the middle as framed by dominant discourses, this study shows that Chinese students’ decisions about study abroad, choices about social adaptation, and career ambition are deliberate and conscious, confronting ever-changing social, cultural, political, and economic conditions.
{"title":"Caught in the middle? Chinese international students’ self-formation amid politics and pandemic","authors":"Jing Yu","doi":"10.1177/22125868211058911","DOIUrl":"https://doi.org/10.1177/22125868211058911","url":null,"abstract":"With neo-nationalism spreading in both China and the US as well as the evolving COVID-19 pandemic, Chinese international undergraduate students are perceived as in-between: racialized in their host country and labeled as out-group members in their home country. In both contexts, their voices are constantly marginalized and silenced. Drawing upon the concept of self-formation, this article uses an ethical paradigm to emphasize students’ self-determining agency and capability in the process of personal transformation. Based on online observation and semistructured Zoom interviews, this study demonstrates that Chinese students tend to live and study resiliently amid current heightened uncertainties. More importantly, they actively exercise independent autonomy to facilitate plural identities, albeit under social circumstances beyond their control. Instead of being caught in the middle as framed by dominant discourses, this study shows that Chinese students’ decisions about study abroad, choices about social adaptation, and career ambition are deliberate and conscious, confronting ever-changing social, cultural, political, and economic conditions.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45515202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-01DOI: 10.1177/22125868211045778
Xiaoshi Li
Although recent decades have witnessed remarkable development of China’s higher education (HE) since its Open Door policy in 1978, China’s cross-border collaboration in HE has not always been smooth. The global rise of neo-nationalism in recent years, exacerbated by the COVID-19 crisis, has put international academic collaboration under grave threat. This conceptual article first conducts a critical review of China’s strategy for HE internationalization to discern its underlying rationale and what is encumbering the process. By examining the concept of academic identity through the lens of academic nationalism and academic internationalism in Chinese HE context, it is argued that the crux of China’s cross-border collaboration issue may largely lie in the imbalanced nationalist and internationalist dimensions of Chinese academic identity. The article has implications for Chinese academics to balance their identities for better global collaboration and sustainable HE internationalization amid geopolitical tensions in an era of flux.
{"title":"The China-centric era? Rethinking academic identity for sustainable higher education internationalization in China","authors":"Xiaoshi Li","doi":"10.1177/22125868211045778","DOIUrl":"https://doi.org/10.1177/22125868211045778","url":null,"abstract":"Although recent decades have witnessed remarkable development of China’s higher education (HE) since its Open Door policy in 1978, China’s cross-border collaboration in HE has not always been smooth. The global rise of neo-nationalism in recent years, exacerbated by the COVID-19 crisis, has put international academic collaboration under grave threat. This conceptual article first conducts a critical review of China’s strategy for HE internationalization to discern its underlying rationale and what is encumbering the process. By examining the concept of academic identity through the lens of academic nationalism and academic internationalism in Chinese HE context, it is argued that the crux of China’s cross-border collaboration issue may largely lie in the imbalanced nationalist and internationalist dimensions of Chinese academic identity. The article has implications for Chinese academics to balance their identities for better global collaboration and sustainable HE internationalization amid geopolitical tensions in an era of flux.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42870049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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