Against the backdrop of the continuous advancement of artificial intelligence(AI)technology and its increasing integration into the field of education,academic English teachers are facing unprecedented opportunities a...Against the backdrop of the continuous advancement of artificial intelligence(AI)technology and its increasing integration into the field of education,academic English teachers are facing unprecedented opportunities and challenges.This paper aims to explore the construction of an academic English teachers’community of practice supported by AI,in order to facilitate collaboration and knowledge sharing among teachers,and to enhance teaching effectiveness.Firstly,it analyzes the current application of AI technology in academic English teaching and its impact on teachers’professional development.Subsequently,through case studies,it explores the role of the community of practice in promoting teacher collaboration,resource sharing,and teaching innovation.The study found that the community of practice can provide a platform for teachers to exchange ideas,solve teaching problems through collective wisdom,jointly develop teaching resources,and use AI technology to optimize teaching strategies.The article proposes strategies for building an open,collaborative,and shared community of practice for academic English teachers,including establishing open communication mechanisms,promoting deep integration of technology and teaching,encouraging teacher participation in community activities,etc.,to achieve professional growth of teachers and enhancement of teaching quality.This paper concludes by proposing an evaluation strategy system for the community of practice among academic English teachers in the era of AI.展开更多
There exist major challenges in accelerating the spatial data infrastructure(SDI)planning process in the developing countries as well as advocating for politicians to support the development of SDI,due to the high com...There exist major challenges in accelerating the spatial data infrastructure(SDI)planning process in the developing countries as well as advocating for politicians to support the development of SDI,due to the high complexity of SDI,lack of knowledge and experience,and limited insight in the benefits.To address these challenges,a methodology for SDI planning in Tanzania,based on the system dynamics technique and the communities of practice concept,was adopted and applied within a community consisting of experts from stakeholder organizations.The groups gathered to develop an SDI plan,while they shared their knowledge and discussed their ideas that helped their understanding of SDI.By running the system dynamics model,the development of SDI over time could be simulated that gave the planning community an insight about the future effects of today’s plans and decisions.Finally,an optimum model could be developed by refinements and improvements done with the consensus of the SDI stakeholders.This model included the components and policies that are essential for a successful SDI implementation in Tanzania and can be used as a basis for SDI planning and help to gain political support.Lessons learnt from this research were promising regarding the usability of the methodology for SDI planning in comparable countries.展开更多
Community of Practice (CoP) has been proved as an effective means for co-creation of knowledge. It is not yet widely used in health promotion, not to mention to utilize technological environment such as Web 2.0 to add...Community of Practice (CoP) has been proved as an effective means for co-creation of knowledge. It is not yet widely used in health promotion, not to mention to utilize technological environment such as Web 2.0 to add value to the CoP. Under this study, an eHealth promotion @HKIEd, a CoP platform to promote healthy lifestyles was designed and constructed. It helped facilitate the CoP to share useful health information, locate expertise, promote health related events, communicate health updates effectively, co-construct shared repertoire of knowledge and build shared best practice on effective health promotion which was not limited to time, space and distance. Usability test was conducted to evaluate user acceptance of the eHealth promotion CoP platform using the Computer System Usability Questionnaire. A random sample of eighty-three active participants was recruited. Fifty females and thirty-three males with mean (S.D.) aged 21.1 were asked to evaluate the e-platform. The average scores of each domain were calculated with the corresponding means of the average scores of System Use, Information Quality and Interface Quality being 2.69, 2.83 and 2.74 respectively. The overall usability was 2.48 and the eHealth promotion @HKIEd demonstrated a high usability. It will provide a promising way to disseminate information for the public in health awareness promotion.展开更多
Community of practice as a social learning theory is not easy to understand.Existing literature concerning the application of this theory into the educational field mostly interprets it as a methodological rather than...Community of practice as a social learning theory is not easy to understand.Existing literature concerning the application of this theory into the educational field mostly interprets it as a methodological rather than an epistemological one,or even misread it.Enhance,the production of this paper,aiming at an explication of community of practice as an epistemological concept.By explicating its definition,three dimensions,three belongings and the four features of it,the paper endeavors to enable readers to better understand this elusive concept.展开更多
Objectives This study aimed to examine the role of the hidden curriculum in transmitting the educational mission and its impacts on nursing students’professional socialization.Methods This constructivist grounded the...Objectives This study aimed to examine the role of the hidden curriculum in transmitting the educational mission and its impacts on nursing students’professional socialization.Methods This constructivist grounded theory study involved twenty-six students and five faculty members from a century-old nursing school in Macao.Semi-structured interviews examined the factors influencing nursing students’choice of a specific nursing school and their general learning experiences in nursing studies.Open and focused coding was employed to develop categories and concepts that capture the nuances of how the hidden curriculum influences students’personal experiences,perceptions,and values related to developing their professional identities.The data analysis was guided by the“Community of Practice”model.Results The educational mission fostered a hidden curriculum that emphasized nurturing qualities and social responsibilities,creating a family-like learning environment that positively influenced the professional socialization of nursing students.Under the core theme of“becoming a family,”two sub-themes emerged:“student-peer interactions-fostering sisterly/brotherly learning partnerships”and“student-faculty interactions–faculty’s acting as parenting instructors.”While the hidden curriculum promoted a democratic and egalitarian learning atmosphere among student-peers,it simultaneously reinforced hierarchical power dynamics among senior-junior students and student-faculty relationships,mirroring the power-based interpersonal dynamics often found in traditional Chinese families.Conclusions Explicating the educational mission can help shape a hidden curriculum that benefits nursing students’professional socialization.Faculty members should reflect on the power inequalities reproduced by the hidden curriculum and establish appropriate boundaries in student-faculty relationships.展开更多
Hengyang City faces challenges from rapid aging,including weakened family care and a shortage of resources.The"three social linkage"mechanism integrates community of practice,social organizations,and profess...Hengyang City faces challenges from rapid aging,including weakened family care and a shortage of resources.The"three social linkage"mechanism integrates community of practice,social organizations,and professional support to improve health services for the aged.However,issues like low smart device use and talent shortages persist.This study aims to optimize resource allocation and service efficiency through a"chain+virtual elderly care"model.This article explores the"three social linkage"mechanism and the integration of chain services with virtual elderly care models in Hengyang City.It examines three core elements:Resource integration,service collaboration,and professional support.The community coordinates resources and maintains databases of elderly care needs,while social organizations provide services and social workers design care plans.Data was gathered through case studies,interviews,and observations,focusing on smart technology integration and service outcomes.The study also evaluates crossdepartmental data sharing,social worker training,and funding mechanisms,using performance indicators like service delivery time,user satisfaction,and resource use.The analysis of elderly care services in Hengyang City reveals key issues and improvements within the"three social linkage"mechanism.The three social linkage mechanism has facilitated better resource integration and service collaboration.Communities have created resource lists and service demand databases,improving coordination.Social organizations provide specialized services,and social workers conduct home visits to create personalized care plans.The virtual elderly care platform has enhanced service efficiency,with smart devices like bracelets enabling real-time health monitoring.The"chain+virtual elderly care"model in Hengyang has effectively addressed issues of scattered and outdated resources by integrating services through community hubs,standardized stations,and dynamic resource databases.Smart elderly care platforms,especially devices like wristbands,have improved service efficiency and emergency response.展开更多
Industry-education integration communities are redefining how advanced robotics courses are designed,delivered and validated.This paper reports a two-year design-based study that reconceptualised the undergraduate mod...Industry-education integration communities are redefining how advanced robotics courses are designed,delivered and validated.This paper reports a two-year design-based study that reconceptualised the undergraduate module Robot Vision Perception and Detection from a supply-chain-oriented alliance of three universities,two robotics manufacturers and one logistics giant.Adopting a community-of-practice lens,we replaced the conventional lectureClab sequence with a challenge-driven co-creation loop in which corporate engineers release real-time production-line vision defects as curricular tasks,faculty scaffold theoretical principles,and students iterate solutions on the factory floor using identical hardware and data streams.Mixedmethods evaluation with 142 students and 18 industry mentors shows significant gains:(1)learning performance increased by 0.82 standard deviations;(2)student creative self-efficacy and systems-thinking improved 34%and 29%respectively;(3)average defect detection recall of student models rose from 72%to 93%,with 8 prototypes transferred to the partner lines;(4)facultyCindustry co-publications and patent disclosures tripled.Qualitative trace data reveal that boundary objects(annotated datasets,Dockerized algorithms and shared Kanban boards)legitimately brokered epistemic differences between academia and industry.The study contributes an empirically grounded frameworkłCIE-CDL(Community-Integrated Education via Challenge-Driven Loops)łthat embeds authentic socio-technical complexity into robotics curricula while simultaneously generating measurable value for industrial partners.Implications for scalable,sustainable industryCeducation symbiosis are discussed.展开更多
Among the research of language teachers' professional development in the course of reform,most studies take a psychological or cognitive approach and largely neglect the social element in a teacher's professio...Among the research of language teachers' professional development in the course of reform,most studies take a psychological or cognitive approach and largely neglect the social element in a teacher's professional growth.This paper,therefore,is intended to build up a theoretical and analytical framework for a large-scale on-going study that looks at college English teachers' professional development from a sociological and anthropological perspective.The notion of learning community constitutes the core of the theoretical framework that orients the author's understanding of the tensions and conflictions in teachers' socialization into the teacher community within the context of radical change.In particular,the literature on three dimensions of the learning process is critically reviewed,i.e.personal dimension,interpersonal dimension and organizational dimension.展开更多
This paper reports on an ethnographic inquiry into the linguistic and sociocultural affordances available to English and Japanese foreign language learners through their engagement in a social learning space at a Japa...This paper reports on an ethnographic inquiry into the linguistic and sociocultural affordances available to English and Japanese foreign language learners through their engagement in a social learning space at a Japanese university. By social learning space we refer to a facility in which students come together in order to learn with and from each other in a non- formal setting. To explore the social learning dynamic in this environment, we carried out a longitudinal ethnographic inquiry. Data came primarily from interviews with learners and administrators, supported by participant-observations. A thematic analysis of the data, informed by ecological and community of practice perspectives, pointed to the emergence of a community of learners and revealed how closely the affordances were connected with the emergent community. In this paper we report on the findings related to the affordances which gave rise to language learning opportunities, the relationship of these affordances to the conditions which supported the development of a community of learners, and the role of learner autonomy in regard to these two interrelated phenomena.展开更多
Based on an ethnographic study on two cohorts of teachers and parents in China,this article reveals that social networking sites(SNS)have widened the channel for parents and teachers to establish and maintain a relati...Based on an ethnographic study on two cohorts of teachers and parents in China,this article reveals that social networking sites(SNS)have widened the channel for parents and teachers to establish and maintain a relationship,and has formed an online“community of practice”to promote such collaborations.Yet,this could be accomplished only at the expense of teachers’professional and personal boundaries becoming increasingly blurred,which has emerged as a potential risk for their professionalism.Moreover,such a“community of practice”has also opened up a new space for winning or losing at the educational game for parents from different background,which has inadvertently led to widening the arena for the operation of old mechanisms of social inequality.This study suggests that further investigation should be conducted to examine the potential of SNS in the parent−teacher relationship.展开更多
The professional development of College English （CE） teachers in China has received considerable attention due to their responsibility in preparing university graduates for adequate English proficiency. Many continu...The professional development of College English （CE） teachers in China has received considerable attention due to their responsibility in preparing university graduates for adequate English proficiency. Many continuous professional development （CPD） activities have been conducted （e.g., national teaching contest） to improve CE teachers＇ teaching effectiveness, an essential component of teacher learning. However, it has remained unknown concerning how teacher learning takes place in these well-intended CPD activities, and what mediating factors play an important role in teacher learning. To address this gap, this case study reports on a CE teacher＇s （]anna, pseudonym） experience in preparing for and participating in an English teaching contest. Drawing upon multiple sets of data such as teacher reflective journals, interviews, observations of group discussions, and video-recorded teaching demonstration and lesson plan presentation, the findings reveal that teacher learning takes place at a superficial level through legitimate peripheral participation, yet at a deeper level through identity crisis. Vulnerable teacher learning is also identified in the CPD activity, with differentiated learning possibilities created by the tensions between resources and power relations within the community and the teacher＇s conceptions of teaching and learning. The study concludes with implications for research of teacher learning and practice for teacher professional development.展开更多
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)theo...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.展开更多
基金Jiangxi Province University Humanities and Social Science Research 2020 Annual Project“Research on the Construction of English for Academic Purposes Teachers’Communities of Practice”(Fund No.:YY20103)Gannan Normal University 2022 Graduate“Course Ideology”Demonstration Course Project“Exploration of Course Ideology Teaching in Graduate‘Academic Comprehensive English’”.
文摘Against the backdrop of the continuous advancement of artificial intelligence(AI)technology and its increasing integration into the field of education,academic English teachers are facing unprecedented opportunities and challenges.This paper aims to explore the construction of an academic English teachers’community of practice supported by AI,in order to facilitate collaboration and knowledge sharing among teachers,and to enhance teaching effectiveness.Firstly,it analyzes the current application of AI technology in academic English teaching and its impact on teachers’professional development.Subsequently,through case studies,it explores the role of the community of practice in promoting teacher collaboration,resource sharing,and teaching innovation.The study found that the community of practice can provide a platform for teachers to exchange ideas,solve teaching problems through collective wisdom,jointly develop teaching resources,and use AI technology to optimize teaching strategies.The article proposes strategies for building an open,collaborative,and shared community of practice for academic English teachers,including establishing open communication mechanisms,promoting deep integration of technology and teaching,encouraging teacher participation in community activities,etc.,to achieve professional growth of teachers and enhancement of teaching quality.This paper concludes by proposing an evaluation strategy system for the community of practice among academic English teachers in the era of AI.
基金This study is part of the project“Geodata Infrastructure Development”implemented in collaboration between University of Dar es Salaam and Lund University and funded by the Swedish International Development Cooperation Agency(SIDA)[grant number 7500051503].
文摘There exist major challenges in accelerating the spatial data infrastructure(SDI)planning process in the developing countries as well as advocating for politicians to support the development of SDI,due to the high complexity of SDI,lack of knowledge and experience,and limited insight in the benefits.To address these challenges,a methodology for SDI planning in Tanzania,based on the system dynamics technique and the communities of practice concept,was adopted and applied within a community consisting of experts from stakeholder organizations.The groups gathered to develop an SDI plan,while they shared their knowledge and discussed their ideas that helped their understanding of SDI.By running the system dynamics model,the development of SDI over time could be simulated that gave the planning community an insight about the future effects of today’s plans and decisions.Finally,an optimum model could be developed by refinements and improvements done with the consensus of the SDI stakeholders.This model included the components and policies that are essential for a successful SDI implementation in Tanzania and can be used as a basis for SDI planning and help to gain political support.Lessons learnt from this research were promising regarding the usability of the methodology for SDI planning in comparable countries.
文摘Community of Practice (CoP) has been proved as an effective means for co-creation of knowledge. It is not yet widely used in health promotion, not to mention to utilize technological environment such as Web 2.0 to add value to the CoP. Under this study, an eHealth promotion @HKIEd, a CoP platform to promote healthy lifestyles was designed and constructed. It helped facilitate the CoP to share useful health information, locate expertise, promote health related events, communicate health updates effectively, co-construct shared repertoire of knowledge and build shared best practice on effective health promotion which was not limited to time, space and distance. Usability test was conducted to evaluate user acceptance of the eHealth promotion CoP platform using the Computer System Usability Questionnaire. A random sample of eighty-three active participants was recruited. Fifty females and thirty-three males with mean (S.D.) aged 21.1 were asked to evaluate the e-platform. The average scores of each domain were calculated with the corresponding means of the average scores of System Use, Information Quality and Interface Quality being 2.69, 2.83 and 2.74 respectively. The overall usability was 2.48 and the eHealth promotion @HKIEd demonstrated a high usability. It will provide a promising way to disseminate information for the public in health awareness promotion.
文摘Community of practice as a social learning theory is not easy to understand.Existing literature concerning the application of this theory into the educational field mostly interprets it as a methodological rather than an epistemological one,or even misread it.Enhance,the production of this paper,aiming at an explication of community of practice as an epistemological concept.By explicating its definition,three dimensions,three belongings and the four features of it,the paper endeavors to enable readers to better understand this elusive concept.
基金supported by Foundation of Macao(No.G-BXX-00047-2112367-03)。
文摘Objectives This study aimed to examine the role of the hidden curriculum in transmitting the educational mission and its impacts on nursing students’professional socialization.Methods This constructivist grounded theory study involved twenty-six students and five faculty members from a century-old nursing school in Macao.Semi-structured interviews examined the factors influencing nursing students’choice of a specific nursing school and their general learning experiences in nursing studies.Open and focused coding was employed to develop categories and concepts that capture the nuances of how the hidden curriculum influences students’personal experiences,perceptions,and values related to developing their professional identities.The data analysis was guided by the“Community of Practice”model.Results The educational mission fostered a hidden curriculum that emphasized nurturing qualities and social responsibilities,creating a family-like learning environment that positively influenced the professional socialization of nursing students.Under the core theme of“becoming a family,”two sub-themes emerged:“student-peer interactions-fostering sisterly/brotherly learning partnerships”and“student-faculty interactions–faculty’s acting as parenting instructors.”While the hidden curriculum promoted a democratic and egalitarian learning atmosphere among student-peers,it simultaneously reinforced hierarchical power dynamics among senior-junior students and student-faculty relationships,mirroring the power-based interpersonal dynamics often found in traditional Chinese families.Conclusions Explicating the educational mission can help shape a hidden curriculum that benefits nursing students’professional socialization.Faculty members should reflect on the power inequalities reproduced by the hidden curriculum and establish appropriate boundaries in student-faculty relationships.
基金Supported by Hengyang Social Science Foundation Project,No.2024C027.
文摘Hengyang City faces challenges from rapid aging,including weakened family care and a shortage of resources.The"three social linkage"mechanism integrates community of practice,social organizations,and professional support to improve health services for the aged.However,issues like low smart device use and talent shortages persist.This study aims to optimize resource allocation and service efficiency through a"chain+virtual elderly care"model.This article explores the"three social linkage"mechanism and the integration of chain services with virtual elderly care models in Hengyang City.It examines three core elements:Resource integration,service collaboration,and professional support.The community coordinates resources and maintains databases of elderly care needs,while social organizations provide services and social workers design care plans.Data was gathered through case studies,interviews,and observations,focusing on smart technology integration and service outcomes.The study also evaluates crossdepartmental data sharing,social worker training,and funding mechanisms,using performance indicators like service delivery time,user satisfaction,and resource use.The analysis of elderly care services in Hengyang City reveals key issues and improvements within the"three social linkage"mechanism.The three social linkage mechanism has facilitated better resource integration and service collaboration.Communities have created resource lists and service demand databases,improving coordination.Social organizations provide specialized services,and social workers conduct home visits to create personalized care plans.The virtual elderly care platform has enhanced service efficiency,with smart devices like bracelets enabling real-time health monitoring.The"chain+virtual elderly care"model in Hengyang has effectively addressed issues of scattered and outdated resources by integrating services through community hubs,standardized stations,and dynamic resource databases.Smart elderly care platforms,especially devices like wristbands,have improved service efficiency and emergency response.
基金supported by The Ministry of Education’s Industry-University Cooperation and Collaborative Education Project,“Practical Exploration of AI Vision Project-based Training for Artificial Intelligence Teachers in Robotics Engineering”,Project Number:2506205737.
文摘Industry-education integration communities are redefining how advanced robotics courses are designed,delivered and validated.This paper reports a two-year design-based study that reconceptualised the undergraduate module Robot Vision Perception and Detection from a supply-chain-oriented alliance of three universities,two robotics manufacturers and one logistics giant.Adopting a community-of-practice lens,we replaced the conventional lectureClab sequence with a challenge-driven co-creation loop in which corporate engineers release real-time production-line vision defects as curricular tasks,faculty scaffold theoretical principles,and students iterate solutions on the factory floor using identical hardware and data streams.Mixedmethods evaluation with 142 students and 18 industry mentors shows significant gains:(1)learning performance increased by 0.82 standard deviations;(2)student creative self-efficacy and systems-thinking improved 34%and 29%respectively;(3)average defect detection recall of student models rose from 72%to 93%,with 8 prototypes transferred to the partner lines;(4)facultyCindustry co-publications and patent disclosures tripled.Qualitative trace data reveal that boundary objects(annotated datasets,Dockerized algorithms and shared Kanban boards)legitimately brokered epistemic differences between academia and industry.The study contributes an empirically grounded frameworkłCIE-CDL(Community-Integrated Education via Challenge-Driven Loops)łthat embeds authentic socio-technical complexity into robotics curricula while simultaneously generating measurable value for industrial partners.Implications for scalable,sustainable industryCeducation symbiosis are discussed.
文摘Among the research of language teachers' professional development in the course of reform,most studies take a psychological or cognitive approach and largely neglect the social element in a teacher's professional growth.This paper,therefore,is intended to build up a theoretical and analytical framework for a large-scale on-going study that looks at college English teachers' professional development from a sociological and anthropological perspective.The notion of learning community constitutes the core of the theoretical framework that orients the author's understanding of the tensions and conflictions in teachers' socialization into the teacher community within the context of radical change.In particular,the literature on three dimensions of the learning process is critically reviewed,i.e.personal dimension,interpersonal dimension and organizational dimension.
基金the Japan Society for the Promotion of Science for a Grant-in-Aid for Scientific Research (C) [No.23520674] which has enabled us to extend this study for an additional four years
文摘This paper reports on an ethnographic inquiry into the linguistic and sociocultural affordances available to English and Japanese foreign language learners through their engagement in a social learning space at a Japanese university. By social learning space we refer to a facility in which students come together in order to learn with and from each other in a non- formal setting. To explore the social learning dynamic in this environment, we carried out a longitudinal ethnographic inquiry. Data came primarily from interviews with learners and administrators, supported by participant-observations. A thematic analysis of the data, informed by ecological and community of practice perspectives, pointed to the emergence of a community of learners and revealed how closely the affordances were connected with the emergent community. In this paper we report on the findings related to the affordances which gave rise to language learning opportunities, the relationship of these affordances to the conditions which supported the development of a community of learners, and the role of learner autonomy in regard to these two interrelated phenomena.
文摘Based on an ethnographic study on two cohorts of teachers and parents in China,this article reveals that social networking sites(SNS)have widened the channel for parents and teachers to establish and maintain a relationship,and has formed an online“community of practice”to promote such collaborations.Yet,this could be accomplished only at the expense of teachers’professional and personal boundaries becoming increasingly blurred,which has emerged as a potential risk for their professionalism.Moreover,such a“community of practice”has also opened up a new space for winning or losing at the educational game for parents from different background,which has inadvertently led to widening the arena for the operation of old mechanisms of social inequality.This study suggests that further investigation should be conducted to examine the potential of SNS in the parent−teacher relationship.
基金supported by National Social Science Fund of China[Grant No.12CYY026]~~
文摘The professional development of College English （CE） teachers in China has received considerable attention due to their responsibility in preparing university graduates for adequate English proficiency. Many continuous professional development （CPD） activities have been conducted （e.g., national teaching contest） to improve CE teachers＇ teaching effectiveness, an essential component of teacher learning. However, it has remained unknown concerning how teacher learning takes place in these well-intended CPD activities, and what mediating factors play an important role in teacher learning. To address this gap, this case study reports on a CE teacher＇s （]anna, pseudonym） experience in preparing for and participating in an English teaching contest. Drawing upon multiple sets of data such as teacher reflective journals, interviews, observations of group discussions, and video-recorded teaching demonstration and lesson plan presentation, the findings reveal that teacher learning takes place at a superficial level through legitimate peripheral participation, yet at a deeper level through identity crisis. Vulnerable teacher learning is also identified in the CPD activity, with differentiated learning possibilities created by the tensions between resources and power relations within the community and the teacher＇s conceptions of teaching and learning. The study concludes with implications for research of teacher learning and practice for teacher professional development.
文摘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.
