Frontiers of Education in China

ISSN 1673-341X

ISSN 1673-3533(Online)

CN 11-5741/G4

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, Volume 14 Issue 2

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Special issue editorial
China-Europe Higher Education Cooperation: Opportunities and Challenges
Yuzhuo CAI
Front. Educ. China. 2019, 14 (2): 167-179.

Abstract   PDF (275KB)

This article introduces Frontiers of Education in China’s special issue on China-Europe higher education cooperation. It is more than simply an introduction to the five studies collected for the special issue. Rather, it provides an overview of higher education cooperation between China and Europe from the perspective of opportunities and challenges. Such background information will help readers not only better understand the studies included in the special issue, but also link these studies to a bigger picture of China-Europe higher education cooperation.

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Research article
International Mentorship and Research Collaboration: Evidence from European-Trained Chinese PhD Returnees
Jin JIANG, Wenqin SHEN
Front. Educ. China. 2019, 14 (2): 180-205.

Abstract   PDF (502KB)

Drawing on a unique dataset that combines returnees’ survey data and their information on research publications extracted from the Scopus database, this study systematically examines whether and how international doctoral mentorship for Chinese students in European countries promotes research collaboration before and upon the return of these Chinese PhDs to China. The results show that a considerable proportion of European-trained Chinese PhD returnees had co-authorship with their supervisors during their PhD study, and most of them maintained this research partnership after returning to China. In addition to the co-authorship during doctoral study, some individual characteristics (e.g., gender and marital status) and organizational factors (e.g., country of doctoral study and current work unit) were also found to contribute to international research collaboration upon the return to China of these Chinese PhD holders. This study sheds new light on the mobility and research collaboration of international students and provides policy implications for promoting Sino-foreign student exchange and research collaboration.

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Deconstructing Doctoral Students’ Socialization from an Institutional Logics Perspective: A Qualitative Study of the Socialization of Chinese Doctoral Students in Finland
Gaoming ZHENG
Front. Educ. China. 2019, 14 (2): 206-233.

Abstract   PDF (595KB)

While socialization has become a major lens of research in doctoral education, this paper advances the theoretical foundation of the socialization process in doctoral education by using the institutional logics theory. Specifically, it proposes an analytical framework for understanding the socialization of doctoral students, where it is seen as a process of reconciling different or even competing institutional logics that drive students’ development in doctoral education. The framework has been applied in an empirical study of ten doctoral students in Finland who were funded by the China Scholarship Council (CSC). While proving the usefulness of the analytical framework, the study shows that CSC doctoral students mainly face the competing logics of profession and corporation during socialization. Influenced by a strong profession logic, the Chinese students have transformed themselves into novice professionals and knowledge producers. Corporation logic competed with profession logic in the management of doctoral students and has resulted in a lack of teaching experiences in doctoral training and a weak recognition of professional identity in the students’ host universities. The influence of family logic, inherited from CSC doctoral students’ cultural backgrounds, has been decoupled in the socialization process and has led to a strong sense of loss in handling the supervisory relationship between supervisors and students. Based on the findings of this study, the author provides several recommendations for host universities, supervisors, doctoral students, the CSC, and the Chinese Embassy in Finland to enable them to work together and help CSC doctoral students tackle the aforementioned challenges.

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