Pub Date : 2022-09-01DOI: 10.1177/2212585X221128025
H. Coates, Juan Zhang, Wen Wen, Juan Yang, Jinghuan Shi
Pandemic-related changes have revealed the transboundary nature of education. Education institutions have long sought to influence everything in the universe, from nanoparticles, to socioeconomic affairs, to far-away galaxies. In recent years it has become clear how much the rest of the world also shapes education. This carries huge consequences for how we understand, design and deliver education. Matters external to the ‘education sector’ become preconditions and determinants rather than mere recipients or derivatives. This means that social issues define education and research ventures, a much broader array of stakeholders participate in education and academic work, and the appraisal of education value draws from beyond an elite group of peers. Education is not valued all or only by money or credentialling, but by the value it generates for different people and communities. Such a shift to transboundary education (TBE) carries huge implications for the substance of education, and for how people move around the world to teach, learn and do research. Simply put, as Nicol and Bice convey in their recent IJCE article, TBE means moving beyond all different kinds of prevailing boundaries. It goes beyond existing academic partnerships. TBE invokes rosscrossing pathways, new accessibilities, industries, modalities, partnerships, communities and standards. It makes the task of education and other academic work much more complicated yet also inspiring, giving fresh impetus and placing new demands on research and analysis. Internationally, TBE bursts beyond all kinds of boundaries well worn by established forms of transnational education (TNE). TNE, in its broadest sense or instantiation, involves the provision of education to students in or from another country. While TNE has many and varied permutations, it typically involves one or more kinds of borderor passport-crossing/hopping. TBE can involve such venturing, but also engagements beyond the education sector, expanded topics, new sources of value and funding, and ramped-up demands for greater social returns from education.
{"title":"Articulating transboundary education: Growing IJCE to cultivate innovation frontiers","authors":"H. Coates, Juan Zhang, Wen Wen, Juan Yang, Jinghuan Shi","doi":"10.1177/2212585X221128025","DOIUrl":"https://doi.org/10.1177/2212585X221128025","url":null,"abstract":"Pandemic-related changes have revealed the transboundary nature of education. Education institutions have long sought to influence everything in the universe, from nanoparticles, to socioeconomic affairs, to far-away galaxies. In recent years it has become clear how much the rest of the world also shapes education. This carries huge consequences for how we understand, design and deliver education. Matters external to the ‘education sector’ become preconditions and determinants rather than mere recipients or derivatives. This means that social issues define education and research ventures, a much broader array of stakeholders participate in education and academic work, and the appraisal of education value draws from beyond an elite group of peers. Education is not valued all or only by money or credentialling, but by the value it generates for different people and communities. Such a shift to transboundary education (TBE) carries huge implications for the substance of education, and for how people move around the world to teach, learn and do research. Simply put, as Nicol and Bice convey in their recent IJCE article, TBE means moving beyond all different kinds of prevailing boundaries. It goes beyond existing academic partnerships. TBE invokes rosscrossing pathways, new accessibilities, industries, modalities, partnerships, communities and standards. It makes the task of education and other academic work much more complicated yet also inspiring, giving fresh impetus and placing new demands on research and analysis. Internationally, TBE bursts beyond all kinds of boundaries well worn by established forms of transnational education (TNE). TNE, in its broadest sense or instantiation, involves the provision of education to students in or from another country. While TNE has many and varied permutations, it typically involves one or more kinds of borderor passport-crossing/hopping. TBE can involve such venturing, but also engagements beyond the education sector, expanded topics, new sources of value and funding, and ramped-up demands for greater social returns from education.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65652709","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: 10.1177/2212585X221138611
Jiexiu Chen, Yifei Sun, Junwen Zhu
In the context of rapid development of internationalisation in Chinese higher education, as well as the increasing mobility of academics across country borders, more and more international scholars are seeking career opportunities in Chinese universities. Using 21 in-depth interviews, we investigated international scholars’ acculturation strategies at Chinese universities through Berry’s theoretical tools. We find that the adaptability of experienced international scholars are key indicators that have successfully led participants to achieve integration strategy, and we demonstrate how a lack of response and feedback from the institution might lead participants to the status of marginalisation and separation. Moreover, we emphasise that the individual strategy is not always freely chosen, but largely impacted and constrained by the contextual feature of institutional culture. We highlight the importance of notifying the dynamic nature of cross-cultural adaptation, and recognise the fluidity ingrained in this process.
{"title":"Navigating through the mists of cross-cultural journey: unpacking international scholars’ acculturation strategies at Chinese universities","authors":"Jiexiu Chen, Yifei Sun, Junwen Zhu","doi":"10.1177/2212585X221138611","DOIUrl":"https://doi.org/10.1177/2212585X221138611","url":null,"abstract":"In the context of rapid development of internationalisation in Chinese higher education, as well as the increasing mobility of academics across country borders, more and more international scholars are seeking career opportunities in Chinese universities. Using 21 in-depth interviews, we investigated international scholars’ acculturation strategies at Chinese universities through Berry’s theoretical tools. We find that the adaptability of experienced international scholars are key indicators that have successfully led participants to achieve integration strategy, and we demonstrate how a lack of response and feedback from the institution might lead participants to the status of marginalisation and separation. Moreover, we emphasise that the individual strategy is not always freely chosen, but largely impacted and constrained by the contextual feature of institutional culture. We highlight the importance of notifying the dynamic nature of cross-cultural adaptation, and recognise the fluidity ingrained in this process.","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":"46167594","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: 10.1177/2212585X221143392
A. Santiago, C. Rodrigues, Sara Diogo, Jorge Da silva
The European Union (EU) and People’s Republic of China have a tradition of cooperation in Higher Education (HE) that has been increasingly developed since the Chinese reform of economic opening. From 2012 onwards, when the EU-China High-Level People-to-people Dialogue was established as the third pillar of a Comprehensive Strategic Partnership between both parties, this cooperation in HE was enhanced, particularly in terms of people mobility (students, teachers and researchers). Along with this, globalization and the need for global governance responses in terms of global issues like climate changes, water and food security, pandemics and other health issues lead us to reflect about the role of academic and scientific cooperation - in the domain of HE and research cooperation-in the lens of this People-to-People approach. By means of a literature review grounded on different sources of documents (scientific articles; policy briefs; joint statements and educational programs) and their content analysis, the aim of this paper is to trace a brief state-of-the-art of the EU-China relations in the field of HE and research to analyze if there are effective EU-China partnerships in HE as a whole, and in health scientific joint research projects in particular, by mapping health-related projects involving the EU’s and PRC’s academic and research institutions, as well as their goals.
{"title":"Challenges on the European Union-China cooperation in higher education from ‘people-to-people dialogue’ perspective: The case of health-related joint projects","authors":"A. Santiago, C. Rodrigues, Sara Diogo, Jorge Da silva","doi":"10.1177/2212585X221143392","DOIUrl":"https://doi.org/10.1177/2212585X221143392","url":null,"abstract":"The European Union (EU) and People’s Republic of China have a tradition of cooperation in Higher Education (HE) that has been increasingly developed since the Chinese reform of economic opening. From 2012 onwards, when the EU-China High-Level People-to-people Dialogue was established as the third pillar of a Comprehensive Strategic Partnership between both parties, this cooperation in HE was enhanced, particularly in terms of people mobility (students, teachers and researchers). Along with this, globalization and the need for global governance responses in terms of global issues like climate changes, water and food security, pandemics and other health issues lead us to reflect about the role of academic and scientific cooperation - in the domain of HE and research cooperation-in the lens of this People-to-People approach. By means of a literature review grounded on different sources of documents (scientific articles; policy briefs; joint statements and educational programs) and their content analysis, the aim of this paper is to trace a brief state-of-the-art of the EU-China relations in the field of HE and research to analyze if there are effective EU-China partnerships in HE as a whole, and in health scientific joint research projects in particular, by mapping health-related projects involving the EU’s and PRC’s academic and research institutions, as well as their goals.","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":"45315298","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: 10.1177/2212585X221127451
Jin Jin, Barbara Snook
China has a proud history of dance excellence. Historically, dance education has focused on performance skills, therefore it is difficult for most people, to grasp that a dance education pedagogy can lead students in a creative and inclusive manner, where technically well performed ‘steps’ are not as important as the process. China is currently developing a modern system of dance education in schools, with a focus on the creative process while maintaining its highly valued Chinese characteristics. Western countries where dance education has long been included in their curricula, can still struggle with understanding that educational dance is much more than technically well performed steps. Change is complex, especially when dance is viewed by many as a performance only. This article outlines the difficulties in implementing a radically different dance curriculum to what has gone before. The Beijing Dance Academy provides the dance education major that other Universities look to when preparing dance education teachers in China. Our focus is therefore upon the dance education major offered there. We begin by outlining the history of dance education in China and continue by discussing the context and the complexity of change, before outlining the change and difficulties themselves.
{"title":"Comprehensively strengthening and improving aesthetic education in a new era: An examination of the dance education major at the Beijing dance academy","authors":"Jin Jin, Barbara Snook","doi":"10.1177/2212585X221127451","DOIUrl":"https://doi.org/10.1177/2212585X221127451","url":null,"abstract":"China has a proud history of dance excellence. Historically, dance education has focused on performance skills, therefore it is difficult for most people, to grasp that a dance education pedagogy can lead students in a creative and inclusive manner, where technically well performed ‘steps’ are not as important as the process. China is currently developing a modern system of dance education in schools, with a focus on the creative process while maintaining its highly valued Chinese characteristics. Western countries where dance education has long been included in their curricula, can still struggle with understanding that educational dance is much more than technically well performed steps. Change is complex, especially when dance is viewed by many as a performance only. This article outlines the difficulties in implementing a radically different dance curriculum to what has gone before. The Beijing Dance Academy provides the dance education major that other Universities look to when preparing dance education teachers in China. Our focus is therefore upon the dance education major offered there. We begin by outlining the history of dance education in China and continue by discussing the context and the complexity of change, before outlining the change and difficulties themselves.","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":"43956107","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: 10.1177/2212585X221139298
Bowen Zhang, Jenna Mittelmeier, S. Lomer, M. Lim
This study examines the lived experiences of Chinese academic returnee staff working in a joint venture university in China. Through in-depth interviews with 11 Chinese returnees, we explore their expectations and experiences working in an internationalised university environment following an international degree overseas. Using Bourdieu’s concepts of field and habitus as an analytic lens, the findings identify the ways that returnees imagine or expect internationalised habitus and field in the unique design of joint venture universities. Yet, through participant reflection on policies towards 100% English Medium Instruction (EMI) and internationalised curricula, we identified experienced tensions between the institution’s aim to internationalise the campus and its perceived effectiveness in implementation. Many returnees spoke of Sino-foreign institutions as a substitute for the field of Western academia, and reported challenges with implementing EMI policies that caused them to rely more on their Chinese than their international experiences which ran counter to their expectations. This analysis adds nuances to the inter-relationship between field and habitus by analysing the reasons for mismatched expectations and the way individuals engage with their own habitus in response. This article concludes by outlining implications for transnational higher education in China and other host countries.
{"title":"Mismatched expectations of internationalisation: Lived experiences of Chinese returnee academics in an international joint university","authors":"Bowen Zhang, Jenna Mittelmeier, S. Lomer, M. Lim","doi":"10.1177/2212585X221139298","DOIUrl":"https://doi.org/10.1177/2212585X221139298","url":null,"abstract":"This study examines the lived experiences of Chinese academic returnee staff working in a joint venture university in China. Through in-depth interviews with 11 Chinese returnees, we explore their expectations and experiences working in an internationalised university environment following an international degree overseas. Using Bourdieu’s concepts of field and habitus as an analytic lens, the findings identify the ways that returnees imagine or expect internationalised habitus and field in the unique design of joint venture universities. Yet, through participant reflection on policies towards 100% English Medium Instruction (EMI) and internationalised curricula, we identified experienced tensions between the institution’s aim to internationalise the campus and its perceived effectiveness in implementation. Many returnees spoke of Sino-foreign institutions as a substitute for the field of Western academia, and reported challenges with implementing EMI policies that caused them to rely more on their Chinese than their international experiences which ran counter to their expectations. This analysis adds nuances to the inter-relationship between field and habitus by analysing the reasons for mismatched expectations and the way individuals engage with their own habitus in response. This article concludes by outlining implications for transnational higher education in China and other host countries.","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":"43675886","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: 10.1177/2212585X221144901
Shigang Ge, C. Leng, Mohd Shahril Nizam Shaharom
This study aims to use the Problem-based Learning (PBL) method associated with social constructivism to enhance student readiness and achievement for high school English in online learning in China. Considering those in the context of the pandemic, teaching is shifting to online but lacking in more effective interaction. This pedagogy is applied in quasi-experiment research in Guiyang city, Guizhou province. Paired sample t-test is conducted in the experiment on students’ readiness and results show a positive increase (M = 6.24) after the intervention t (49) = 6.77, p = .001 (p < .05), and a significantly raising in dimensions of social competencies with classmates are M = 3.56, t (49) = 6.89, p = .001, communication competencies are M = 2.38, t (49) = 5.81, p = .001 respectively. Furthermore, a significant difference is found in students’ achievement post-test when covariate the pre-test, F (1, 97) = 11.46, p = .001, partial eta squared = .11. Students’ readiness can be improved when adopting the PBL techniques and activities through online learning. This approach has proven helpful, adaptable, and beneficial to learn English, especially for high school students who are forced to study online.
本研究旨在运用基于问题的学习(PBL)方法与社会建构主义相结合，提高中国高中生在线英语学习的准备程度和成绩。考虑到大流行的背景，教学正在转向在线，但缺乏更有效的互动。将该教学法应用于贵州省贵阳市的准实验研究。对学生的心理准备进行配对样本t检验，结果显示干预后学生的心理准备水平显著提高(M = 6.24)， t (49) = 6.77, p = 0.001 (p < 0.05)，与同学交往能力各维度显著提高(M = 3.56, t (49) = 6.89, p = 0.001)，交际能力各维度M = 2.38, t (49) = 5.81, p = 0.001)。此外，当协变量为前测时，学生的后测成绩差异显著，F (1,97) = 11.46, p = .001，偏平方= .11。通过在线学习，采用PBL技术和活动可以提高学生的准备程度。这种方法被证明是有用的，适应性强的，对学习英语有益，特别是对那些被迫在线学习的高中生。
{"title":"The effect of students’ readiness and achievement in online learning integrates problem-based learning pedagogy during the COVID-19 pandemic","authors":"Shigang Ge, C. Leng, Mohd Shahril Nizam Shaharom","doi":"10.1177/2212585X221144901","DOIUrl":"https://doi.org/10.1177/2212585X221144901","url":null,"abstract":"This study aims to use the Problem-based Learning (PBL) method associated with social constructivism to enhance student readiness and achievement for high school English in online learning in China. Considering those in the context of the pandemic, teaching is shifting to online but lacking in more effective interaction. This pedagogy is applied in quasi-experiment research in Guiyang city, Guizhou province. Paired sample t-test is conducted in the experiment on students’ readiness and results show a positive increase (M = 6.24) after the intervention t (49) = 6.77, p = .001 (p < .05), and a significantly raising in dimensions of social competencies with classmates are M = 3.56, t (49) = 6.89, p = .001, communication competencies are M = 2.38, t (49) = 5.81, p = .001 respectively. Furthermore, a significant difference is found in students’ achievement post-test when covariate the pre-test, F (1, 97) = 11.46, p = .001, partial eta squared = .11. Students’ readiness can be improved when adopting the PBL techniques and activities through online learning. This approach has proven helpful, adaptable, and beneficial to learn English, especially for high school students who are forced to study online.","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":"43033423","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: 10.1177/2212585X221149816
Miguel Antonio 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":"Engagement With China From Inside and Out: Kindness and Academic Dialogue","authors":"Miguel Antonio Lim, Rui He, Choen Yin Chan","doi":"10.1177/2212585X221149816","DOIUrl":"https://doi.org/10.1177/2212585X221149816","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":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46346846","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: 10.1177/2212585X221140958
Chuan-Chung Hsieh, Huichao Li, Jyun-Kai Liang, Xuejiao Sun
Soar in the children population following the termination of Mainland China’s three-decade-old one-child policy has aroused attention and concern of the quality of early childhood education, especially the leadership and management approaches of kindergarten principals. However, practical tools for assessing kindergarten principal leadership have not yet been developed in Mainland China. Identity leadership (IL) is a new model in leadership research, and the Identity Leadership Inventory (ILI) facilitates leadership assessment in different contexts with diverse samples. This is the first study to explore principal identity leadership in a Chinese educational context. The Principal-ILI (P-ILI) Chinese version was administered to kindergarten principals and teachers from municipalities and provinces all over Mainland China. A total of 2743 valid responses were collected from 498 kindergartens. Results revealed not only good reliability and validity of P-ILI in the Chinese educational context, but also high perceived IL of most kindergarten principals as well as differences in IL perceived by respondents of different ages, positions, and kindergarten types.
{"title":"Do Teachers Perceive “A Shared Sense of Us”? – Social Identity Leadership of Kindergarten Principals in Mainland China","authors":"Chuan-Chung Hsieh, Huichao Li, Jyun-Kai Liang, Xuejiao Sun","doi":"10.1177/2212585X221140958","DOIUrl":"https://doi.org/10.1177/2212585X221140958","url":null,"abstract":"Soar in the children population following the termination of Mainland China’s three-decade-old one-child policy has aroused attention and concern of the quality of early childhood education, especially the leadership and management approaches of kindergarten principals. However, practical tools for assessing kindergarten principal leadership have not yet been developed in Mainland China. Identity leadership (IL) is a new model in leadership research, and the Identity Leadership Inventory (ILI) facilitates leadership assessment in different contexts with diverse samples. This is the first study to explore principal identity leadership in a Chinese educational context. The Principal-ILI (P-ILI) Chinese version was administered to kindergarten principals and teachers from municipalities and provinces all over Mainland China. A total of 2743 valid responses were collected from 498 kindergartens. Results revealed not only good reliability and validity of P-ILI in the Chinese educational context, but also high perceived IL of most kindergarten principals as well as differences in IL perceived by respondents of different ages, positions, and kindergarten types.","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":"43465034","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: 10.1177/2212585X221144900
T. Malik
The BRI (Belt and Road Initiative) project is about to complete its 10 years, and its growth and legitimacy have invoked a wider interest leading to competing arguments about whether it serves any benefits to any BRI partner countries. Opponents contend that BRI serves China’s economic and political purpose without contributing to the partner economy. We attempt to settle this contention by exploring the empirical evidence on CPEC (China-Pakistan Economic Corridor), a pilot project of the BRI project that highlights the intellectual development of nations, science and technology progress and socioeconomic development. Socioeconomic theories explain that interactive structures contribute to the partner’s science, technology, and industrial development. Following these assumptions, we raised the empirical question: does the joint Sino-Pak publication predict an increase in Pakistan’s IVA (industry value added) in the post-BRI versus the pre-BRI period? We integrated publications from 27 disciplines from 2012 to 2020 (N = 243) and linked them to the IVA of Pakistan (estimated by the World Bank). Our robust analysis reveals strong support for the main hypothesis. First, Chinese science positively predicts Pakistan’s IVA, and it negatively predicts the IVA of a non-BRI partner. Second, joint science productivity positively predicts Pakistan’s IVA but not of the non-BRI partner. Third, science productivity predicts Pakistan’s IVA more in the post-BRI period than in the pre-BRI period. In short, Pakistan’s industrial added value through the development of the Chinese contribution to the intellectual development of Pakistan supports this argument, settling the outstanding issue of socioeconomic development of the BRI system. It reduces uncertainty and confusion created by narratives in popular literature of a rhetorical nature. Overall, the study provides a basis for future research and policy.
{"title":"The belt and road initiative, joint intellectual capital development towards industry value added of a partner economy","authors":"T. Malik","doi":"10.1177/2212585X221144900","DOIUrl":"https://doi.org/10.1177/2212585X221144900","url":null,"abstract":"The BRI (Belt and Road Initiative) project is about to complete its 10 years, and its growth and legitimacy have invoked a wider interest leading to competing arguments about whether it serves any benefits to any BRI partner countries. Opponents contend that BRI serves China’s economic and political purpose without contributing to the partner economy. We attempt to settle this contention by exploring the empirical evidence on CPEC (China-Pakistan Economic Corridor), a pilot project of the BRI project that highlights the intellectual development of nations, science and technology progress and socioeconomic development. Socioeconomic theories explain that interactive structures contribute to the partner’s science, technology, and industrial development. Following these assumptions, we raised the empirical question: does the joint Sino-Pak publication predict an increase in Pakistan’s IVA (industry value added) in the post-BRI versus the pre-BRI period? We integrated publications from 27 disciplines from 2012 to 2020 (N = 243) and linked them to the IVA of Pakistan (estimated by the World Bank). Our robust analysis reveals strong support for the main hypothesis. First, Chinese science positively predicts Pakistan’s IVA, and it negatively predicts the IVA of a non-BRI partner. Second, joint science productivity positively predicts Pakistan’s IVA but not of the non-BRI partner. Third, science productivity predicts Pakistan’s IVA more in the post-BRI period than in the pre-BRI period. In short, Pakistan’s industrial added value through the development of the Chinese contribution to the intellectual development of Pakistan supports this argument, settling the outstanding issue of socioeconomic development of the BRI system. It reduces uncertainty and confusion created by narratives in popular literature of a rhetorical nature. Overall, the study provides a basis for future research and policy.","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":"46661527","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: 10.1177/2212585X221139484
M. Mouritzen
This article explores global talent flows in a Chinese context before and immediately after the introduction of Covid-19 measures by focusing on European researchers’ migration experiences as liminal experiences betwixt and between space, institutions, and countries. These experiences are part of a broader understanding of global talent flows in a period where the Chinese economy is transforming from production-based to knowledge-based but simultaneously challenged by a global pandemic. Working with a mixed dataset that includes both semi-structured interviews and survey data, the paper finds that European researchers are under the impression that they are considered a valuable resource by their host institution. The paper explores the value of European researchers in China through the resource-based view and connects it to their ability to connect their Chinese institutions internationally and introduce new publication possibilities. However, by combining bridge decay with liminality, this paper also concludes that the liminal position that European researchers find themselves within is also a significant risk as some of the elements that make them valuable might be challenged by periods of crisis. Finally, China offers an extreme case as a rising science nation that is important to study continuously but even more so during a crisis.
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