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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.
https://doi.org/10.1007/s11516-019-0011-y
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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Prospect and Limits of China-EU Relations in Higher Education: A Danish Case Study
Anthony WELCH, XU Xiuyan
Front. Educ. China. 2019, 14 (2): 257-283.
https://doi.org/10.1007/s11516-019-0013-9
Along with China’s economic growth, the notable rise of its universities and innovation system has inspired growing interest in how the higher education institutions (HEIs) of the European Union (EU) cooperate with Chinese HEIs. Beginning with a review of China-EU higher education relations, this paper presents a case study of a Sino-Danish collaborative programme in which cooperation and programme quality were limited by both partners’ different aims over time, and their alternate quality assurance systems. We suggest a proper collaborative level and discipline should be developed before the establishment of cooperation by taking relevant policies, merits and disadvantages of both partners, into consideration. This paper also points out that limits in collaboration can be alleviated, if a number of elements can be used effectively, such as China’s significant EU knowledge diaspora. Given this and other listed factors, including favorable policies introduced by the Chinese government, there are substantial prospects for extending China-EU collaborative relations and exchanges.
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