Purpose:This critical policy analysis aims to comprehensively examine the second round of China's first-class discipline development project,commonly known as the Double First-Class Initiative(DFC Initiative or Sh...Purpose:This critical policy analysis aims to comprehensively examine the second round of China's first-class discipline development project,commonly known as the Double First-Class Initiative(DFC Initiative or Shuang Yiliu Jianshe).Design/Approach/Methods:We conducted desk research between May 2022 and December 2023 using relevant policy documents,academic literature,news sources,and commentaries that specifically focused on the second round of the DFC Initiative in China.Employing a critical policy analysis approach,we analyzed the gathered data from three key perspectives:policy as text,policy as discourse,and policy effects(including both first-and second-order effects).Findings:The second round of the DFC Initiative was implemented within the context of strengthened state regulation,prevalent managerialism,and an emphasis on promoting education equality in China's higher education development.A notable shift in structural dynamics occurred between the first and second round.These include the possibility of universities being added to or removed from the official list,increased academic autonomy for selected universities,and the promotion of interdisciplinary research within specific institutions.The implementation of the second round of the DFC Initiative reflects China's commitment to developing an internationalization strategy with Chinese characteristics.This strategy aims to align with China's national strategic needs and position the country as a cooperative partner,promoter,competitor,and potential leader in global scholarship.Originality/Value:By employing a critical policy analysis approach,this study offers a comprehensive examination of the second round of the DFC Initiative in China,contributing to existing knowledge on the development of world-class university policies in the country.展开更多
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....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.展开更多
基金supported by China's National Education Scientific Planning Project(CGA230337).
文摘Purpose:This critical policy analysis aims to comprehensively examine the second round of China's first-class discipline development project,commonly known as the Double First-Class Initiative(DFC Initiative or Shuang Yiliu Jianshe).Design/Approach/Methods:We conducted desk research between May 2022 and December 2023 using relevant policy documents,academic literature,news sources,and commentaries that specifically focused on the second round of the DFC Initiative in China.Employing a critical policy analysis approach,we analyzed the gathered data from three key perspectives:policy as text,policy as discourse,and policy effects(including both first-and second-order effects).Findings:The second round of the DFC Initiative was implemented within the context of strengthened state regulation,prevalent managerialism,and an emphasis on promoting education equality in China's higher education development.A notable shift in structural dynamics occurred between the first and second round.These include the possibility of universities being added to or removed from the official list,increased academic autonomy for selected universities,and the promotion of interdisciplinary research within specific institutions.The implementation of the second round of the DFC Initiative reflects China's commitment to developing an internationalization strategy with Chinese characteristics.This strategy aims to align with China's national strategic needs and position the country as a cooperative partner,promoter,competitor,and potential leader in global scholarship.Originality/Value:By employing a critical policy analysis approach,this study offers a comprehensive examination of the second round of the DFC Initiative in China,contributing to existing knowledge on the development of world-class university policies in the country.
文摘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.
