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1.
In this article, we explore how Chinese scholars in the USA recount their transnational collaborations and linkages. Guided by post-colonial theories and cultural studies of transnational academic mobility, we utilise in-depth interviews to resituate the scholars' experiences within a discourse of diasporic intellectual networks. We argue that their movement is not simply a transfer from one physical location to another, but rather that the movement itself constitutes a new space of identification, of belonging and of global imagination. We conclude by considering the transnational implications of local agency for global connectivity and emergence of new subjectivities in a fluid global world.  相似文献   

2.
Under the influence of globalization, English has almost become the default language in scientific academia. While the culture-independent nature of scientific research may result in scholars' preference for using one common language, over-reliance on English may shape non-English-speaking scholars' negative attitudes toward their national languages and may constrain their use of these languages in the domain of scientific publication. Therefore, this study investigated the attitudes of Taiwanese science scholars toward English and Chinese as languages of publication. The findings indicated that it is not “English” itself but its “pragmatic value” (which is accrued through publishing in international indexed journals) that drives the choice of English over Chinese. However, this choice has led to an early sign of diglossia and the minimal use of Chinese in scientific publication. To mitigate this problem, it is believed that stakeholders in both international indexed journals and local universities should make efforts to value different languages as well as local journals published in other languages.  相似文献   

3.
This narrative study explores four Chinese students’ academic socialization experiences in one research-intensive public university in the US. By drawing upon Wenger’s (1998) communities of practice and Gee’s (2000) theorizing on identity as the synthesized theoretical framework, this research uncovers four Chinese students’ academic socialization stories nestled in the shifting cross-cultural landscape. Meanwhile, this study reveals that the Chinese students’ academic socialization intersects a matrix of factors, which can be categorized into “personal landscape” and “professional landscape.” Last, this narrative case study concluded that the Chinese students’ academic socialization involves the continuous negotiations of their multiple identities embedded in the cross-cultural contexts.  相似文献   

4.
潘虹  唐莉 《复旦教育论坛》2023,21(4):105-113
随着科技全球化进程的深化，人才的国际流动日益频繁。那么海外经历能否提升科研论文产出？本文聚焦我国高层次人才“长江学者奖励”计划，以1998－2017年入选的1782名长江学者特聘教授为研究对象，构建长江学者特聘教授履历数据库与科研数据库，从学习、工作两个维度实证研究了海外经历对高层次人才科研论文产出的影响效应。研究发现，海外经历正向影响国际科研合作与国际科研生产力。具言之，不同类别的海外经历对科研论文产出的正向影响具有差异性，海外学习经历的正向效应远远大于海外工作经历的正向效应，海归学者在科研论文产出上的优势因学科领域与高校平台的不同而差异性显著。  相似文献   

5.
Abstract

This study examines Chinese international doctoral students’ academic socialization into TESOL discourses and communities. Rooted in the academic discourse socialization theory, complemented by the notions of Lave and Wenger’s community of practice, and Bourdieu’s capital, habitus, and field, this longitudinal multiple-case study suggest the focal participants’ academic discourse socialization is mediated by their participation in communities of practice, different forms of capital, and habitus in exerting agency. The participants are socialized into academic discourses and communities through their interactions with more experienced colleagues. By participating in the communities of practice, the focal students gain different forms of capital and experience different degrees of competence and memberships. However, due to the inequitable power relations in the TESOL doctoral program field, each participant is socialized to varying levels of central, peripheral, and marginal participation. This study concludes by providing suggestions for action to be taken by university advisors, instructors, and administrators.  相似文献   

6.
基于对99篇研究中国基础教育的SSCI高被引论文的主题分布、对中国基础教育研究价值的表述以及被引用情况的分析,发现这些高被引论文通过凸显中国学生的优异成绩、揭示与他国教育存在的共性问题等方式吸引了国际学界关注,但对有中国特色教育实践的描述分析以及对中国基础教育独特研究价值的发掘尚有不足。相关成果对中国基础教育研究价值的建构方式需要实现从成绩到经验、从问题到方案、从数据到理论的转变,才能进一步提升中国教育研究的国际学术影响力。  相似文献   

7.
This article examines the outcomes of the overseas experiences of Chinese visiting scholars and the implications of visiting scholar programs for faculty development at Chinese universities. On the basis of semi-structured interviews with 17 returned Chinese visiting scholars who spent six to 12 months in a faculty of education at one of five Canadian universities, the following significant aspects of their experiences and related outcomes were highlighted: The cycle of overseas experiences and associated outcomes of Chinese visiting scholars, factors influencing the outcomes of their overseas experiences, visiting scholar programs as a type of faculty development, and China-Canada academic collaboration through visiting scholar programs. The findings support the literature-based conceptual model for investigating the experiences and outcomes of visiting scholars. In the new era of sending university faculty abroad, we suggest that visiting scholar programs should be treated as an important approach to professional development for faculty and be incorporated into a comprehensive faculty development package for Chinese university faculty.  相似文献   

8.
Using a three-wave longitudinal sample of 108 Chinese American parent-adolescent dyads (Mparent-ageW1 = 45.44 years, 17% fathers; Madolescent-ageW1 = 13.34 years, 50% boys), this study examined the effects of parents' COVID-19-related racial discrimination experiences on adolescents' ethnic identity exploration and anxiety as mediated by parents' awareness of discrimination (AOD) socialization and moderated by parents' anxiety and racial socialization competency (RSC). Parents' racial discrimination experiences in 2020 predicted adolescents' greater ethnic identity exploration or greater anxiety in 2022 via parents' greater use of AOD in 2021, depending on the levels of parents' anxiety and RSC. These findings highlighted individual and contextual factors impacting racial socialization processes in Chinese American families.  相似文献   

9.
ABSTRACT

One of the institutional challenges of taking in large numbers of international graduate students is supporting their academic literacy skills. To accommodate a large population of international students, Japanese universities offer various services to support their academic studies and life-related issues, such as hiring international student advisors, offering Japanese language courses, and implementing peer-support programs. As a type of academic support for writing for international students, writing centers have caught the attention of universities in the last decade. To examine the institutional role of the writing center at a Japanese university, this study employs a language management lens to compare the beliefs and interests among administrators, tutors, and international students in improving international students’ Japanese writing. Interviews with the three groups of participants displayed incongruences between the administrators’ interests aligned with institutional goals, the educational philosophy of the writing center, and international students’ language learning needs. The findings point to the tutors' crucial role as language specialists who inform organized language management, and the necessity for collaboration between academic support units and faculty members in providing sufficient academic socialization environments for international students.  相似文献   

10.
近年来,欧洲研究引起了中国学者的广泛关注。欧洲研究的以下三个问题领域在中国国际关系研究中尤为重要:(1)中美欧间的战略互动及其对国际体系的影响;(2)欧洲经验对东亚地区一体化的借鉴意义;(3)欧洲研究对于国际关系有关国际合作和地区一体化理论的启示。作者进而提出,欧洲研究不仅具有重要的战略价值和制度安排上的借鉴意义,而且可促使我们对国际社会的未来发展做出更为深入的思考。  相似文献   

11.
Increased attention is being placed on the importance of ethnic-racial socialization in children of color's academic outcomes. Synthesizing research on the effects of parental ethnic-racial socialization, this meta-analysis of 37 studies reveals that overall the relation between ethnic-racial socialization and academic outcomes was positive, though the strength varied by the specific academic outcome under consideration, dimension of ethnic-racial socialization utilized, developmental age of the child receiving the socialization, and racial/ethnic group implementing the socialization. Ethnic-racial socialization was positively related to academic performance, motivation, and engagement, with motivation being the strongest outcome. Most dimensions of ethnic-racial socialization were positively related to academic outcomes, except for promotion of mistrust. In addition, the link between ethnic-racial socialization and academic outcomes was strongest for middle school and college students, and when looking across ethnic-racial groups, this link was strongest for African American youth. The results suggest that different dimensions of ethnic-racial socialization have distinct relationships with diverse academic outcomes and that the effects of ethnic-racial socialization vary by both youth developmental levels and racial/ethnic groups.  相似文献   

12.
The paper examines how the Chinese knowledge diaspora contributes to Peking University's endeavours to become a world-class university through an in-depth study of its implementation of the 111 Project. Based on the participants' personal experiences of international collaboration, the article finds that overseas Chinese scholars have played an invaluable role in linking Peking University to the international scholarly community. As well, they have constituted a key resource for its development, deploying their unique advantages, notably their familiarity with the research system and wider cultural dimensions of both milieus. Clearly, the vast size of the Chinese diaspora, its increasingly highly-skilled character, together with a strong and persistent sense of Chinese identity, provide a solid platform for international scientific collaboration. The virtually ubiquitous expressions of obligation to China constitute a major advantage for China's deployment of its knowledge diaspora in the service of the motherland. This paper delineates the key impediments that hinder full utilization of China's overseas academics. It concludes that despite some considerable achievements, the long-term effects of the 111 Project remain to be seen in the context of a complex global and internal situation.  相似文献   

13.
One consequence of western aid to Romanian academic life has been the opportunity for young Romanian scholars, schoocco1led in their early university years under the aegis of the communist system, to study with western European and North American visiting scholars in Romania, and/or to attend higher education institutions in both western Europe and North America, and generally to participate in worldwide academic life. Such vital inter‐cultural, inter‐social, and inter‐political life experiences provide the expressed raison d'être of western academic aid.  相似文献   

14.
Abstract

Amidst opportunities for universities to consider international academic staff in supporting internationalisation and innovation in academic practice, there is very little research to provide insights into their attitudes towards institutional approaches and frameworks in place to enable this. This article focuses on this research gap, suggesting that this academic community might enhance the development of internationally-informed and innovative pedagogic practice. The research reported within the article constitutes a preliminary study, set within a UK higher education case study setting. Methods included focus groups and themed in-depth interviews with a sample of 34 international academic staff from over 15 countries. The findings and discussion provide insights into the perspectives and experiences of international academic staff in relation to the Postgraduate Certificate in Teaching and Learning and other institutional practice. Innovative pedagogic practice as enabled by international academic staff is discussed, as are approaches to the internationalisation of the curricula. The findings are relevant to the UK higher education context but also to the global context: academic institutions need to consider whether curriculum and processes are limited and limiting in favour of a narrow cultural lens.  相似文献   

15.
朱成甲先生是当代著名的李大钊研究学者。他从1978年开始从事李大钊研究,至今已经40年,被学术界公认为研究李大钊最有成就、学术水平最高的学者。他的文章《李大钊对袁世凯的认识过程》与专著《李大钊早期思想与近代中国》《李大钊传》（上）,被学术界誉为李大钊研究的"三部曲"。本次访谈,回顾了朱成甲先生研究李大钊的过程,阐述了他的研究成果在学术界的反响,揭示了朱成甲先生持续、深入研究李大钊的内心动力,体现了当代学人不忘"先驱者"初心、牢记使命的精神境界。  相似文献   

16.
Abstract

Service learning combines community service with academic learning. Students learn and develop critical thinking through active participation in organized service experiences. The purpose of this study was to describe the growth of 94 nursing students' critical thinking through service-learning experiences. Results revealed two major themes: development of both professional and community perspectives. Outcomes of the study provide a framework for developing service-learning experiences across the curriculum.  相似文献   

17.

Increased marketing of postgraduate programmes by 'Western' universities demands academic communication among scholars from divergent cultural backgrounds, though each may bring distinctive learning traditions and values. At the University of Adelaide an Integrated Bridging Programme (IBP) offers international postgraduates the opportunity to develop languages and skills for successful acculturation. Evaluations of this programme reveal that both postgraduates and their supervising staff often assume unquestioningly that only the newly-recruited foreign postgraduates need to change their academic goals and practices, especially in relation to critical thinking and to studying in a different postgraduate research culture. This paper argues that in this commercial educational context, the challenge to learn is on both sides. Valid 'transcultural' education requires that the values of Western academic tradition be critiqued through the perceptions and experiences of international scholars. The role of bridging programmes like the IBP can be central to this process.  相似文献   

18.
Abstract

Based on data from the “2014 Chinese University Faculty Survey,” this article analyzes the distribution characteristics and manifestations of internationalization from returnee faculty to Chinese colleges as well as their impacts on the internationalization of higher education in the three dimensions of scientific research output, teaching content and methods, and international exchanges. Compared to local teachers, returnee faculty members adjust their research output strategies to reach a higher level of internationalization. They favor publishing papers in international journals and publish fewer domestic papers and make fewer domestic patent applications. They focus on international perspectives and content in their course teaching content and methods. In terms of international exchanges, they participate in international academic conferences and travel abroad more often for advanced studies. Their experiences studying overseas accumulate their comparative advantage in the internationalization of the academic profession. Higher education institutions should make them play larger roles in promoting the internationalization of scientific research and teaching as well as international academic exchanges to improve the level of internationalization of Chinese higher education.  相似文献   

19.
Despite the dramatic rise in international student enrolment in Chinese higher education institutions, the classroom learning experiences of these students are not adequately reflected in the international literature. The present qualitative study explores the learning experiences of 33 international students in different types of classroom arrangements at Chinese universities. The findings show that the international students’ perceptions of teaching and learning approaches, their language difficulties, the type of classroom arrangement, the origin of the international students in the class, the more relaxed academic requirements for international students and the international students’ learning motivation all shaped their in-class experiences. Furthermore, the findings reveal that the international students’ personal traits and cross-cultural environment interacted with their psychological mechanisms to produce and influence their learning experiences. The article highlights the need to make sense of these complexities in order to understand international students’ in-class learning experiences. The implications of improving these experiences are discussed.  相似文献   

20.
Given the mounting call for academic achievement gains in America's public schools—particularly urban schools labeled “failing”—the need for community engagement to tackle a host of underlying social challenges warrants the resources of the nation's colleges and universities (Harkavy & Hartley, 2009). Because colleges and universities are often underutilized anchors of resources in communities, coordinated alignment of K-12 and higher education goals can create a seamless pipeline of educational attainment for communities challenged to produce high academic achievement. Higher education's engagement with community schools further helps to address the whole child and their families in K-12 education by expanding the opportunities for the students and community to access necessary support services. Drawing upon experiences of Indiana University Purdue University Indianapolis (IUPUI) and collaboration with its adjacent neighborhoods, this article illustrates the transformative and relevant impact of university and community engagement, as well as new pedagogical approaches to teaching, learning, and training. This article reflects upon the experiences of IUPUI and nearby George Washington Community High School as it can uniquely serve as a roadmap for other school community/university partnerships that are interested in embarking upon a similar education reform path.  相似文献   

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