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Living with internationalization: the changing face of the academic life of Chinese social scientists

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Abstract

Internationalization is an integral part of the strategies of leading Chinese universities to strive for world-class standing. It has left its marks on the academic life of China’s social scientists. This article explores the impact of internationalization on the academic life of Chinese social scientists using Tsinghua University as an example. Emphasis is placed on the transformation of their academic life in the process of internationalization. Employing a qualitative case study method, this research draws on approximately two thirds of the faculty members in the Department of Sociology to present in-depth insights into the dynamics and ecosystems of their academic life. The findings show that internationalization promotes the adoption of internationalized criteria in faculty recruitment and promotion mechanisms, stimulates enthusiasm for international activities, and strengthens internationally oriented (largely North American) norms and practices in research, teaching, and discipline development. In discussing these dimensions, this article argues that Tsinghua social scientists experience both benefits and costs as the university works hard to pursue world-class status, echoing their peers in China’s other top institutions of higher education.

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Acknowledgements

I am grateful for the enlightening comments of Professor Simon Marginson and two anonymous reviewers. Special thanks are due to my supervisor Professor Yang Rui who inspired and guided me to conduct this research. I would also like to acknowledge Professor Patrick Baert for inviting me as a visiting scholar at the University of Cambridge where I wrote this paper.

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  1. Faculty of Education, The University of Hong Kong, Pokfulam Road, Hong Kong, People’s Republic of China

    Meng Xie

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  1. Meng Xie
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Correspondence to Meng Xie.

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Xie, M. Living with internationalization: the changing face of the academic life of Chinese social scientists. High Educ 75, 381–397 (2018). https://doi.org/10.1007/s10734-017-0145-x

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