Contextualizing and Hybridizing Academic Identity Formation: An Analysis of International Returnees and Locally Trained Scholars in China

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  • Author(s): Kun Dai; Ian Hardy
  • Language:
    English
  • Source:
    Higher Education: The International Journal of Higher Education Research. 2024 88(1):101-118.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: [email protected]; Web site: https://link.springer.com/
    • Peer Reviewed:
      Y
    • Source:
      18
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Higher Education; College Faculty; Study Abroad; Comparative Analysis; Professional Identity; Self Concept; Educational Attainment; Global Approach; Teacher Attitudes; Career Development; Doctoral Programs; International Education; Foreign Countries
    • Subject Terms:
      China
    • Accession Number:
      10.1007/s10734-023-01108-7
    • ISSN:
      0018-1560
      1573-174X
    • Abstract:
      Academic identity formation is strongly influenced by higher education contexts. In the past decades, the Chinese higher education sector has attempted to integrate academic internationalization at the local level. In this context, international returnees and locally trained scholars may encounter different issues in the process of constructing academic identities at various stages of their careers. However, relatively few studies have critically analyzed how international returnees and locally trained scholars understand their academic identity formation during their student years, as they transition to becoming academics, and as they begin to become more established in academic roles under increasingly complex global-national-local conditions. Drawing upon the concept of social hybridization and the notion of global-national-local imbrications, this narrative study investigates six scholars' trajectories of academic identity formation across different stages of the early phase of their careers, including during their doctoral studies and their initial period as early career academics. The findings show that academics' identity development entails a process of struggle and confusion during earlier stages through to the construction of a more hybrid academic identity. By exploring the challenges and issues experienced by different cohorts of academics, scholars may better understand the internationalization of Chinese higher education and interweaving relationships with the global context.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1429291