Pub Date : 2023-01-01DOI: 10.1177/2212585X221145244
G. Marini, Xin Xu
This article investigates the research influence (as indicated by citations and the SCImago quartile classification of target journal of publication) as per Global Western standards of foreign and Chinese academics in mainland China. The focus on research influence echoes the policy shifts in Chinese research from quantity to quality. This study analyses Scopus publications by foreign academics working in 15 research-intensive Chinese universities, comparing them with publications by Chinese colleagues in the same meso-institutional level (departments, schools, institutes) with same sex and academic rank, but with a doctoral degree attained in China. Findings show that foreign academics’ publications attract more citations, and, once checking by covariates, they are also more likely to publish in first quartile Scimago journals. Chinese academics’ publications, in comparison, tend to be in journals with higher Scimago quartile ranks on average. The study also reveals that foreign academics have more international co-authorships than their Chinese counterparts, despite this latter point being not necessarily conducive of more influent research.
{"title":"Big Fishes in a Big Pond: A Comparison Between Foreign and Chinese Academics’ Research Influence in Mainland China","authors":"G. Marini, Xin Xu","doi":"10.1177/2212585X221145244","DOIUrl":"https://doi.org/10.1177/2212585X221145244","url":null,"abstract":"This article investigates the research influence (as indicated by citations and the SCImago quartile classification of target journal of publication) as per Global Western standards of foreign and Chinese academics in mainland China. The focus on research influence echoes the policy shifts in Chinese research from quantity to quality. This study analyses Scopus publications by foreign academics working in 15 research-intensive Chinese universities, comparing them with publications by Chinese colleagues in the same meso-institutional level (departments, schools, institutes) with same sex and academic rank, but with a doctoral degree attained in China. Findings show that foreign academics’ publications attract more citations, and, once checking by covariates, they are also more likely to publish in first quartile Scimago journals. Chinese academics’ publications, in comparison, tend to be in journals with higher Scimago quartile ranks on average. The study also reveals that foreign academics have more international co-authorships than their Chinese counterparts, despite this latter point being not necessarily conducive of more influent research.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44240817","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 : 2023-01-01DOI: 10.1177/2212585X231169741
H. Nikolai, Mirosław Kisiel, Yan Peng
The article considers vocal education in an intercultural communication perspective, presents corresponding Polish research and experience of Chinese students training in Ukrainian universities. The result of the study is the idea of creating a kind of multi-aesthetic synthesis, where a specific association of vocal activities in different cultures will be made. One example of this is a project that will contain both the European vocal technique elements and the Chinese singing tradition in one performance. The article proves that internationalization processes in higher art education create the context of intercultural communication in the process of vocal training of Chinese students and a new trend emerges – research area of Chinese PhD students in Ukrainian universities. The studies of Chinese researchers conducted in Ukraine contribute to the achievement of the specified synthesis.
{"title":"Vocal education in the context of intercultural communication: Experience of teaching chinese students","authors":"H. Nikolai, Mirosław Kisiel, Yan Peng","doi":"10.1177/2212585X231169741","DOIUrl":"https://doi.org/10.1177/2212585X231169741","url":null,"abstract":"The article considers vocal education in an intercultural communication perspective, presents corresponding Polish research and experience of Chinese students training in Ukrainian universities. The result of the study is the idea of creating a kind of multi-aesthetic synthesis, where a specific association of vocal activities in different cultures will be made. One example of this is a project that will contain both the European vocal technique elements and the Chinese singing tradition in one performance. The article proves that internationalization processes in higher art education create the context of intercultural communication in the process of vocal training of Chinese students and a new trend emerges – research area of Chinese PhD students in Ukrainian universities. The studies of Chinese researchers conducted in Ukraine contribute to the achievement of the specified synthesis.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48276634","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 : 2023-01-01DOI: 10.1177/2212585X221144903
A. Che
Since the turn of the 21st Century, the higher education sector has witnessed a proliferation of transnational education arrangements, including joint venture universities. Concurrently, there has been a surge in published literature on transnational higher education. While the current literature on transnational education explores various issues including with respect to regulation, management, quality assurance, and impact, there is a deficit of lived accounts of the benefits and challenges of transnational education from teacher perspectives and pedagogic tools used to deal with language and learning culture differences in transnational education settings. Based on the author’s own experience in a Sino-British joint venture university in China, this paper draws on in-class observations, reviews of seminar recordings, informal conversations with students, and anecdotal reflections to highlight the potential of using student audio podcasts to mitigate oral reticence and increase interactions in lectures and seminars.
{"title":"Benefits and Challenges of Transnational Education: Reflections From a Sino-British Joint Venture University","authors":"A. Che","doi":"10.1177/2212585X221144903","DOIUrl":"https://doi.org/10.1177/2212585X221144903","url":null,"abstract":"Since the turn of the 21st Century, the higher education sector has witnessed a proliferation of transnational education arrangements, including joint venture universities. Concurrently, there has been a surge in published literature on transnational higher education. While the current literature on transnational education explores various issues including with respect to regulation, management, quality assurance, and impact, there is a deficit of lived accounts of the benefits and challenges of transnational education from teacher perspectives and pedagogic tools used to deal with language and learning culture differences in transnational education settings. Based on the author’s own experience in a Sino-British joint venture university in China, this paper draws on in-class observations, reviews of seminar recordings, informal conversations with students, and anecdotal reflections to highlight the potential of using student audio podcasts to mitigate oral reticence and increase interactions in lectures and seminars.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45895946","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 : 2023-01-01DOI: 10.1177/2212585X231162120
Usama Kalim, S. Bibi
Making decisions based on data is evolving in higher education worldwide. Higher education institutions (HEIs) in China are also adopting this trend of data-driven decision making to improve the quality standards in higher education. However, the data-driven decision making (DDDM) approach has recently evolved in China, and the data based decision-making models are still immature. Therefore, this study investigates the DDDM approach of Chinese HEIs through an established theoretical data model lens to highlight some of its immaturities and weaknesses for improvement. The study analyzes the DDDM approach in Chinese higher education by exploring the data-mining practices of a case study university. A leading Chinese university has been taken as a sample case study. The multiple interviews have been taken at both faculty and university levels to explore the DDDM practices. The results suggest that the Chinese university DDDM approach is consistent with the established Bakers model. However, the scope of data mining is limited in some areas when compared with the theoretical model. The university is also behind in using advanced applications and software required for DDDM. The results of this study highlight the DDDM approach in Chinese higher education and some of its immaturity. The results can be used to improve the DDDM approach in Chinese HEIs further to ensure more effective and efficient decision-making.
{"title":"Understanding data-driven decision making approach in Chinese higher education through the lens of Bakers model","authors":"Usama Kalim, S. Bibi","doi":"10.1177/2212585X231162120","DOIUrl":"https://doi.org/10.1177/2212585X231162120","url":null,"abstract":"Making decisions based on data is evolving in higher education worldwide. Higher education institutions (HEIs) in China are also adopting this trend of data-driven decision making to improve the quality standards in higher education. However, the data-driven decision making (DDDM) approach has recently evolved in China, and the data based decision-making models are still immature. Therefore, this study investigates the DDDM approach of Chinese HEIs through an established theoretical data model lens to highlight some of its immaturities and weaknesses for improvement. The study analyzes the DDDM approach in Chinese higher education by exploring the data-mining practices of a case study university. A leading Chinese university has been taken as a sample case study. The multiple interviews have been taken at both faculty and university levels to explore the DDDM practices. The results suggest that the Chinese university DDDM approach is consistent with the established Bakers model. However, the scope of data mining is limited in some areas when compared with the theoretical model. The university is also behind in using advanced applications and software required for DDDM. The results of this study highlight the DDDM approach in Chinese higher education and some of its immaturity. The results can be used to improve the DDDM approach in Chinese HEIs further to ensure more effective and efficient decision-making.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45501479","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 : 2023-01-01DOI: 10.1177/2212585x231153089
{"title":"Withdrawal – Administrative Duplicate Publication: Engagement with China from inside and out: Kindness and academic dialogue","authors":"","doi":"10.1177/2212585x231153089","DOIUrl":"https://doi.org/10.1177/2212585x231153089","url":null,"abstract":"","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48027289","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 : 2023-01-01DOI: 10.1177/2212585X231169740
Bibi She, S. Ramasamy, P. Loahavilai
The relevance of the stated topic of scientific research is determined by the presence of many problems associated with the need to study the impact of the “double reduction” policy on the educational processes of Chinese students who are educated in Europe. This research work is aimed at studying the features of the “double reduction” policy, its advantages and disadvantages, as well as its impact on the educational processes of Chinese students studying in European educational institutions. The basis of the methodological approach in this research work is a qualitative combination of various theoretical research methods. In particular, analysis, synthesis, interpretation and generalization were used to study the “double reduction” policy, and the descriptive method and the comparative method were used to analyse the impact of this policy on the education of Chinese students studying in Europe. The results of this scientific study, as well as the conclusions formulated on their basis, are of practical value for teachers, methodologists, government officials and many other scientists who are actively involved in the topical problems of modern education in China, the issues of improving the quality of education and the overall improvement of the educational process in educational institutions in China.
{"title":"Analysis of the impact of the “double reduction” policy on the educational processes of Chinese students studying in Europe","authors":"Bibi She, S. Ramasamy, P. Loahavilai","doi":"10.1177/2212585X231169740","DOIUrl":"https://doi.org/10.1177/2212585X231169740","url":null,"abstract":"The relevance of the stated topic of scientific research is determined by the presence of many problems associated with the need to study the impact of the “double reduction” policy on the educational processes of Chinese students who are educated in Europe. This research work is aimed at studying the features of the “double reduction” policy, its advantages and disadvantages, as well as its impact on the educational processes of Chinese students studying in European educational institutions. The basis of the methodological approach in this research work is a qualitative combination of various theoretical research methods. In particular, analysis, synthesis, interpretation and generalization were used to study the “double reduction” policy, and the descriptive method and the comparative method were used to analyse the impact of this policy on the education of Chinese students studying in Europe. The results of this scientific study, as well as the conclusions formulated on their basis, are of practical value for teachers, methodologists, government officials and many other scientists who are actively involved in the topical problems of modern education in China, the issues of improving the quality of education and the overall improvement of the educational process in educational institutions in China.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42532977","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 : 2022-09-01DOI: 10.1177/2212585X221136735
T. Yuan
In international development of education, the United Nation’s Sustainable Development Goal four monitors the scholarships offered by Western donors to developing countries. This paper, based on a qualitative study with 43 students from 26 developing countries, examined the foreign students’ perceptions of Chinese scholarships. By looking at students’ scholarship application, university experience and post-study plans, the findings revealed a centralised multi-level scholarship system, in particular attracting post-graduate students. The language of instruction in both Chinese and English, knowledge in shared development contexts and the perceived good value for future career had a combined effect to the students’ experience. In considering education as a cultural political economic ensemble in the global context, the paper concluded that China’s scholarship and higher education practice, serving the country’s soft power and representing South-South Cooperation, contributed to the global education targets from both quantity and quality dimensions but could step further towards education for social and global justice.
{"title":"Higher education beyond SDG 4: China’s scholarship provision in the Global South","authors":"T. Yuan","doi":"10.1177/2212585X221136735","DOIUrl":"https://doi.org/10.1177/2212585X221136735","url":null,"abstract":"In international development of education, the United Nation’s Sustainable Development Goal four monitors the scholarships offered by Western donors to developing countries. This paper, based on a qualitative study with 43 students from 26 developing countries, examined the foreign students’ perceptions of Chinese scholarships. By looking at students’ scholarship application, university experience and post-study plans, the findings revealed a centralised multi-level scholarship system, in particular attracting post-graduate students. The language of instruction in both Chinese and English, knowledge in shared development contexts and the perceived good value for future career had a combined effect to the students’ experience. In considering education as a cultural political economic ensemble in the global context, the paper concluded that China’s scholarship and higher education practice, serving the country’s soft power and representing South-South Cooperation, contributed to the global education targets from both quantity and quality dimensions but could step further towards education for social and global justice.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41771346","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 : 2022-09-01DOI: 10.1177/2212585X221140680
S. Lee
The study aimed to explore university presidents’ messages (PMs), which encompass missions, visions and strategies, to examine how Korean universities display their image in response to various stakeholders. Assuming the missions, visions and strategies vary according to the characteristics of universities, this study analysed the PMs according to institutional types: (1) public and private universities; (2) metropolitan and local universities; and (3) top-ranked and mid-to low-ranked universities. This study collected 105 PMs from Korean universities on a large scale and applied a text mining analysis to calculate the frequencies of keywords, draw word clouds, analyse the degree of centrality of keywords and examine bigrams across university types. The results showed that Korean universities project their images in a relatively homogenous way, but there are differences in the ways universities project their images between public and private universities, metropolitan and local universities, and top-ranked and mid-to low-ranked universities.
{"title":"Similarities and differences in image projection of Korean universities across institutional types: A text mining analysis of university president messages","authors":"S. Lee","doi":"10.1177/2212585X221140680","DOIUrl":"https://doi.org/10.1177/2212585X221140680","url":null,"abstract":"The study aimed to explore university presidents’ messages (PMs), which encompass missions, visions and strategies, to examine how Korean universities display their image in response to various stakeholders. Assuming the missions, visions and strategies vary according to the characteristics of universities, this study analysed the PMs according to institutional types: (1) public and private universities; (2) metropolitan and local universities; and (3) top-ranked and mid-to low-ranked universities. This study collected 105 PMs from Korean universities on a large scale and applied a text mining analysis to calculate the frequencies of keywords, draw word clouds, analyse the degree of centrality of keywords and examine bigrams across university types. The results showed that Korean universities project their images in a relatively homogenous way, but there are differences in the ways universities project their images between public and private universities, metropolitan and local universities, and top-ranked and mid-to low-ranked universities.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41513973","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 : 2022-09-01DOI: 10.1177/2212585X221136900
W. Wen, Lizhou Wang, Yanan Cui
While many studies have studied Chinese international student experiences, including their motivations, choices, and socio-cultural adaptations, few have systematically analyzed the connection of international student education (ISE) to society. This paper incorporates the “internationalization in higher education for society” framework and the “glonacal agency heuristic” to examine ISE in China in relation to the goals of social justice, economic development, and public goods. The findings reveal dilemmas in institutional practices and instances of disconnection from local society, while also pointing to potential contributions to global society. The causes include instrumentalist values, competing policy priorities, and constrained institutional agency. China’s case offers practical implications for reconceptualizing ISE for other emerging student-receiving nations. Furthermore, this case may also contribute to growing scholarly discussions on integrating the internationalization of higher education into universities’ third mission of service to society across different countries. We argue that ISE should be designed and implemented comprehensively with intention and purpose, and undergirded by strengthened institutional agency directed to serve society.
{"title":"International student education in China: An “Island” in Internationalization?","authors":"W. Wen, Lizhou Wang, Yanan Cui","doi":"10.1177/2212585X221136900","DOIUrl":"https://doi.org/10.1177/2212585X221136900","url":null,"abstract":"While many studies have studied Chinese international student experiences, including their motivations, choices, and socio-cultural adaptations, few have systematically analyzed the connection of international student education (ISE) to society. This paper incorporates the “internationalization in higher education for society” framework and the “glonacal agency heuristic” to examine ISE in China in relation to the goals of social justice, economic development, and public goods. The findings reveal dilemmas in institutional practices and instances of disconnection from local society, while also pointing to potential contributions to global society. The causes include instrumentalist values, competing policy priorities, and constrained institutional agency. China’s case offers practical implications for reconceptualizing ISE for other emerging student-receiving nations. Furthermore, this case may also contribute to growing scholarly discussions on integrating the internationalization of higher education into universities’ third mission of service to society across different countries. We argue that ISE should be designed and implemented comprehensively with intention and purpose, and undergirded by strengthened institutional agency directed to serve society.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49381609","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 : 2022-09-01DOI: 10.1177/2212585X221124936
W. Shen, Han Zhang, Chao Liu
The reform and success of China’s higher education since 1978 has attracted much attention in recent years. This article attempts to understand the nature of this reform from the perspective of de-Sovietization, outside the mainstream neoliberal and internationalization narratives. In the 1950s, China’s higher education was completely reformed by the Soviet Model with features of separating teaching and research, excessive specialization in undergraduate education, and high centralization. Moreover, Chinese institutions were increasingly disconnected from the international academic community. During the 1980s and 1990s, China started de-Sovietization reform and took measures to strengthen general education, develop comprehensive universities, integrate teaching and scientific research, and expand the autonomy of colleges and universities. De-Sovietization reform was also a process of relearning from Western countries, of which learning from the American experience was prominent. In this process, Chinese universities resumed ties with the international academic community. De-Sovietization reform has left an important impact on the development of contemporary universities in China.
{"title":"Toward a Chinese model: De-Sovietization reforms of China’s higher education in the 1980s and 1990s","authors":"W. Shen, Han Zhang, Chao Liu","doi":"10.1177/2212585X221124936","DOIUrl":"https://doi.org/10.1177/2212585X221124936","url":null,"abstract":"The reform and success of China’s higher education since 1978 has attracted much attention in recent years. This article attempts to understand the nature of this reform from the perspective of de-Sovietization, outside the mainstream neoliberal and internationalization narratives. In the 1950s, China’s higher education was completely reformed by the Soviet Model with features of separating teaching and research, excessive specialization in undergraduate education, and high centralization. Moreover, Chinese institutions were increasingly disconnected from the international academic community. During the 1980s and 1990s, China started de-Sovietization reform and took measures to strengthen general education, develop comprehensive universities, integrate teaching and scientific research, and expand the autonomy of colleges and universities. De-Sovietization reform was also a process of relearning from Western countries, of which learning from the American experience was prominent. In this process, Chinese universities resumed ties with the international academic community. De-Sovietization reform has left an important impact on the development of contemporary universities in China.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44963545","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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