Globalization and Transnational Academic Mobility: The Experiences Of Chinese Academic Returnees PDF
Preview Globalization and Transnational Academic Mobility: The Experiences Of Chinese Academic Returnees
East-West Crosscurrents in Higher Education Qiongqiong Chen Globalization and Transnational Academic Mobility The Experiences Of Chinese Academic Returnees East-West Crosscurrents in Higher Education Series editor Ruth Hayhoe, University of Toronto, Toronto, ON, Canada This book series focuses on higher education crosscurrents between Asia and the West, including traditional comprehensive universities, normal universities for teachers, higher vocational institutions, community colleges, distance and on-line universities and all the differing approaches to higher education emerging under processes of massification and diversification. It gives attention to the ways in whichtheAsiancontextshapestheinternationalizationofhighereducationandthe response to globalization differently from that of the West, as well as new phenomena that are arising in the interface between these two broad regions, such as higher education hubs and regional networks of collaboration. Lastly, it will highlight the growing reciprocity between these two regions, whose higher education systems have grown from such deeply different historical roots. Higher Education has deep roots in the cultures and civilizations of diverse regionsoftheworld,butperhapsthemostinfluentialmodelsshapingcontemporary globalization come from Europe and China. Universities established in Europe in theMiddleAgeshavedevelopedintowhatisnowdescribedasthe“globalresearch university,”amodelprofoundlyshapedby19thcenturyGermanyand20thcentury America,andspreadaroundtheworldboththroughcolonizationandtheemulation of its scientific achievements and contribution to nation building. A millennium earlierChinaspawnedanotherinfluentialmodel,characterizedbycloseintegration within a meritocratic bureaucracy that entrusted governance to those who could demonstrate their knowledge through written examinations. The Chinese model wasgreatlyadmiredinEuropefromthetimeitwasintroducedinthe16thcentury, and one can see its contours in what Burton Clark described as the “continental model” in contradistinction to the “Anglo-American model” epitomized in the global research university. What has become clear in the maelstrom of globalization, which has stimulated the growth of a global knowledge economy and created circumstances where nations consider higher education as crucial to remaining competitive, is that the integration of core features from both models would be optimal: from Asia, a tradition of strong state support for and involvement in higher education, which is crucial for good governance and social advancement; and from Europe and North America, the ideas of university autonomy and academic freedom, which are essential to promoting scientific creativity and innovation. More information about this series at http://www.springer.com/series/13844 Qiongqiong Chen Globalization and Transnational Academic Mobility The Experiences of Chinese Academic Returnees 123 QiongqiongChen SouthernUniversity ofScience andTechnology Shenzhen China ISSN 2364-6810 ISSN 2364-6829 (electronic) East-West Crosscurrents in HigherEducation ISBN978-981-287-884-7 ISBN978-981-287-886-1 (eBook) DOI 10.1007/978-981-287-886-1 JointlypublishedwithHigherEducationPress LibraryofCongressControlNumber:2016942766 ©SpringerScience+BusinessMediaSingaporeandHigherEducationPress2017 Thisworkissubjecttocopyright.AllrightsarereservedbythePublishers,whetherthewholeorpart of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission orinformationstorageandretrieval,electronicadaptation,computersoftware,orbysimilarordissimilar methodologynowknownorhereafterdeveloped. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publicationdoesnotimply,evenintheabsenceofaspecificstatement,thatsuchnamesareexemptfrom therelevantprotectivelawsandregulationsandthereforefreeforgeneraluse. Thepublishers,theauthorsandtheeditorsaresafetoassumethattheadviceandinformationinthis book are believed to be true and accurate at the date of publication. Neither the publishers nor the authorsortheeditorsgiveawarranty,expressorimplied,withrespecttothematerialcontainedhereinor foranyerrorsoromissionsthatmayhavebeenmade. Printedonacid-freepaper ThisSpringerimprintispublishedbySpringerNature TheregisteredcompanyisSpringerScience+BusinessMediaSingaporePteLtd. Foreword A topic of continuing interest is how comparative and international higher educa- tion relates tostudent mobility.Therefore, this book has much tocontribute to our understanding of East‒West cross-currents in higher education. A long time con- cern about the imbalance in movement between the developed and developing world, expressed in the emotive term “brain drain,” has recently given way to considerableresearchonpatternsof“braincirculation”and“braingain.”Oneofthe countriesthathascapturedattentionisChineseMainlandbecauseithadahugeand persistingoutflowofstudentsatalllevelsfromthetimeitopeneduptoworldunder Deng Xiaoping in 1978. Recently, however, this flow began to reverse itself, and interesting research done by Pan Suyan (2011) and Ma Yuping and Pan Suyan (2015)explorethestrategiesusedbytheChinesegovernmenttobringbacktalented scientists, scholars, and entrepreneurs. Thisvolumegives ahuman face tothis movementofhighlyqualified scientists and scholars from the United States back to China. It examines the motivation for return and the experience of reintegration and adjustment through the voices of more than 50 academic interviewees across a range of knowledge fields. Of par- ticular interest is the contrast between those who returned to universities and research institutes close to the city of Xi’an in China’s Northwest and those who camebacktothemorecosmopolitancityofShanghaionChina’sEastCoast.These differing contexts made a considerable difference to several dimensions of their reintegrationexperience.Foreachscholar,thedecisiontoreturnandreconnectwas far more than a purely rational choice based on career interests or economic motivation.Considerationsoffamily,culturalconnection,andnationalidentityalso played a role as evident in the sensitive and thought-provoking analysis of the personal and professional transformations they underwent. Readers will find this a compelling account of a group of scholars who are making highly significant contributions to the development of world-class universities in China, which are beginning to have a global influence. Toronto, Canada Ruth Hayhoe v vi Foreword References PanSuyan(2011)EducationAbroad,HumanCapitalDevelopmentandNationalCompetitiveness: China’sBrainGainStrategies,FrontiersofEducationinChina,6(1):106–138. MaYupingandPanSuyan(2015)ChineseReturneesfromOverseasStudies:AnUnderstanding of Brain Gain and Brain Circulation in the Age of Globalization, Frontiers of Education in China,10(2):306–329. Acknowledgments There are many stages to researching, writing, and publishing, and at each stage I drew on the intellectual and emotional support of my mentors, colleagues, friends, and family. I began this journey at the Department of Educational Leadership and Policy, The State University of New York at Buffalo (UB, SUNY) where I wrote the dissertation that eventually became this book. I owe special thanks to Greg Dimitriadis, my advisor and committee chair, for his enormous support and assistance at each phase of my doctoral studies. His breadth and depth of knowl- edgeinspiredmetopursueacareerinacademia.Gregleftthisworldsuddenlyright afterIfinishedmydissertation.Thiswasadeeppersonallossformeaswellasthe entireacademiccommunity.Wewereallinshockanddeeplypainedathispassing. We will continue to move forward as we work hard to honor his legacy. I also thank a number of other faculty members, colleagues, and friends at UB, SUNY.IamgratefultoJillKoyamawhohasbeenrolemodelasamentor,scholar, and educator. I appreciate all her contributions of time and efforts to advise me, inspire me, and write with me, thus making my Ph.D. experience productive and stimulating.IowemygratitudeaswelltoLoisWeiswhoseadviceandscholarship greatly shaped my work. I acknowledge her incredible influence and generous intellectual support. My thanks also go to Rehab Ghazal, Jill Szczesek, Ellen Melamed, and Jill Koyama for their inspiration, encouragement, and friendship. They are like family cheering for my achievements and accompanying me in sorrow throughout these years in the US. If I have grown as a more mature and caring person, I attribute this to all of them. Iwasalsofortunatetobenefitfromtheguidanceofmentorsatinstitutionsother than my own. I owe a special debt of gratitude to Ruth Hayhoe, a professor at the Ontario Institute for Studies in Education of the University of Toronto, who is an expert on Chinese higher education and educational relations between East Asia and the West. The opportunity to learn from someone so well-versed in capturing thecomplexitiesofChinesesociety,highereducation,andculturewithinsightand creativityhasbeenagreatgift.Ithankhergreatlyformentoringmeandagreeingto be an external reader of my dissertation. It was her heartfelt encouragement and vii viii Acknowledgments guidance, especially in that crucial year after finishing my doctorate, which led to the actual creation of this book. Moreover, she was kind enough to read this first version in its entirety and write the foreword for this book. TomycolleaguesatSouthernUniversityofScienceandTechnology,Ioffermy sincere thanks. Yuan Li, Yuewen Wu, Li Liu, most significantly, have given me their constant and fervent support as mentors, critics, and friends. I am incredibly fortunatetoparticipateinacollective communitywith suchwarm, interesting, and intelligent people. I also owe thanks to Yang Xu, at Higher Education Press, who has been an early and kind supporter of this book, for her careful management of the publication process. I also thank two anonymous reviewers for their thoughtful suggestions for revisions of the work. I am especially grateful to all those who participated in the research project. Withouttheirwillingnesstoopenuptomeabouttheirexperiences,thisworkwould truly not have been possible. Finally,Iowemydeepestgratitudetomyfamilywhohasprovidedaworldaway from academe, a place where I could go to laugh and feel loved and give love in return.Iwanttoexpressmydeepappreciationtomyparentsandmysisterfortheir unconditionallove,care,support,andencouragement.Aspecialthanksgoestomy dearhusband,PeiyanCao,mybestfriendandgreatestlove.Youhavechangedmein somanywonderfulwaysfromthetimeyouenteredintomylifethatIamdedicating this work to you,ourson Lingyong Cao, and ournew baby onthe way. Contents 1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1.1 An Introduction to the Book and the Context . . . . . . . . . . . . . . . 2 1.2 Objectives of the Book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 1.3 Outline of the Book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 2 Higher Education Transition and Academic Mobility in China . . . . 13 2.1 The Changing Landscape of Global Higher Education . . . . . . . . . 13 2.2 Higher Education Transition in China . . . . . . . . . . . . . . . . . . . . 15 2.3 Return Academic Mobility in China. . . . . . . . . . . . . . . . . . . . . . 20 2.3.1 China’s Post-1978 Policies Toward Study Abroad and Return Mobility . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 2.3.2 Studies of China’s Academic Returnees. . . . . . . . . . . . . . 27 References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 3 Theorizing Academic Mobility . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 3.1 Debates on Brain Drain, Gain, and Circulation . . . . . . . . . . . . . . 33 3.2 An Alternative Approach to Academic Mobility . . . . . . . . . . . . . 35 3.3 Conceptualizing Academic Mobility. . . . . . . . . . . . . . . . . . . . . . 38 References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 4 Return Mobility, Motivations, and Driving Factors: Negotiating the Process of Return. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 4.1 Policy Matters: The Role of the State and Institutions in Return Mobility. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 4.1.1 The Role of State Policies . . . . . . . . . . . . . . . . . . . . . . . 44 4.1.2 The Role of Institutional Policies . . . . . . . . . . . . . . . . . . 47 4.1.3 Comments on Talent Policies . . . . . . . . . . . . . . . . . . . . . 50 ix
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