“施门”作为重点博士实践:理解国际博士生在中国的学习社区和研究文化

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Oxford Review of Education Pub Date : 2022-10-13 DOI:10.1080/03054985.2022.2123309
Kun Dai, D. Elliot
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引用次数: 6

摘要

为了了解国际学生的流动性,特别是从全球南方到北方的流动,已经进行了广泛的研究。然而,国际博士生在非传统目的地的研究和学习经历却很少受到关注,尤其是在中国的背景下。根据实践社区的概念,我们对中国一所著名大学的六名国际博士生及其导师进行了半结构化访谈,以了解他们在“师门”(一个文化和教学上知情的集体和半封闭学习社区)中如何经历跨文化研究和监督。我们的研究结果有助于阐明不同的社会和学术实践如何创造不同类型的“仕门”。每一个学术家庭都反映了中国博士学习的独特特点,并对国际博士生的整体学习体验产生影响。这项及时的研究为中国的跨文化学习、研究和监督实践提供了独特的见解。
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‘Shi men’ as key doctoral practice: understanding international doctoral students’ learning communities and research culture in China
ABSTRACT Research has been widely conducted to understand international student mobility, particularly from Global South to North. However, there is little attention paid to international doctoral students’ research and learning experiences in non-traditional destinations, particularly in the Chinese context. Drawing upon the concept of Communities of Practice, we administered semi-structured interviews with six international doctoral students and their supervisors at a prestigious Chinese university to understand how they experienced intercultural research and supervision in ‘shi men’, a culturally and pedagogically informed collective and semi-closed learning community. Our research findings help elucidate how the different social and academic practices have created various types of ‘shi men’. Each of these academic families reflects the unique features of doctoral learning in China and has implications for international doctoral students’ overall learning experience. This timely study offers distinct insights into cross-cultural learning, research, and supervision practices in China.
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来源期刊
Oxford Review of Education
Oxford Review of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.20
自引率
0.00%
发文量
39
期刊介绍: The Oxford Review of Education is a well established journal with an extensive international readership. It is committed to deploying the resources of a wide range of academic disciplines in the service of educational scholarship, and the Editors welcome articles reporting significant new research as well as contributions of a more analytic or reflective nature. The membership of the editorial board reflects these emphases, which have remained characteristic of the Review since its foundation. The Review seeks to preserve the highest standards of professional scholarship in education, while also seeking to publish articles which will be of interest and utility to a wider public, including policy makers.
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