Search

This article hypothesizes that one of the reasons for Chinese EFL learners' rigid use of nominalization and insufficient use of hedging in academic writing can be attributed to the unclear understanding of the relationship between these two expressions. The aim of the research is to first prove and then explain the possible co-occurrence of nominalization and hedging in scientific papers, with the intention of deepening Chinese EFL learners' understanding of the reasons for their possible co-occurrence. After a corpus-assisted statistical analysis of sixty abstracts selected from leading scientific journals written by native English speakers, it's been found that there is indeed a tendency for nominalization and hedge to co-occur both at the textual-level and clause-level. Besides, a tentative analysis is conducted to explain the pattern of their co-occurrence. It has been observed that the number of nominalized expressions in clauses is inversely correlated with the probability degree of hedging, and the position of nominalization in the clause (theme or rheme) influences the generalization level of hedging. The research results could shed light on the pedagogic approach in improving Chinese EFL learners' academic writing by making evident that the elusive Grammatical Metaphor competence could be enhanced by deepening the understanding of the inter-relationship between seemingly different in-congruent expressions like nominalization and hedges.

Purpose: This review demonstrates how to position Social Sciences Citation Index (SSCI) papers reasonably in order to promote the reform and development of the system for evaluating social sciences research (E-SSR) in China. Design/Approach/Methods: This review examines the contributions made by SSCI papers after such papers became a tool in the E-SSR system in Chinese universities, and the resultant issues. This review analyzes documents pertaining to the E-SSR systems of more than 50 world-class universities with consideration to the inherent characteristics and historical mission of social sciences research in China. The findings serve as the basis from which to examine the future trends in the reform of the E-SSR system in Chinese universities. Findings: The application of SSCI papers as an E-SSR tool is not common in world-class universities. To date, the reform of the E-SSR system in Chinese universities has involved: (i) establishing a pluralistic evaluation mechanism, with equal importance placed on SSCI papers and other research achievements; (ii) emphasizing the need for caution in using SSCI papers as an E-SSR tool and instituting distinct treatments for various disciplines; (iii) reducing the importance attached to journal language and ranking, while emphasizing innovation quality and practical contributions; and (iv) establishing China's E-SSR standards in order to achieve an equilibrium between internationalization and localization. Originality/Value: This review argues that although SSCI papers constitute an indicator of E-SSR system, their importance must not be overstated. The main purpose of the E-SSR system is to facilitate the development of social sciences with a style and characteristics unique to China.

The author conducted sampling and statistical analysis of papers on education policy research collected by the China National Knowledge Infrastructure in the period from the years 2004--2013. Under the current state of education policy research in China, the number of papers correlates positively with the year; the papers are concentrated in education journals; the researchers are primarily associated with institutions of higher education; and the studies cover a broad range of topics, while emphasizing the practice of education policy. The development trends of education policy research in China include a general rising trend for research on education policy; in the future, researchers from institutions of higher education will continue to be a dominant force in education policy research, and the authors' regional distribution will continue to be imbalanced; education policy research will focus more on educational equity and improved quality, and studies of foreign education policies will continue to be a topic of interest. [This article was translated by Carissa Fletcher.]

We utilized cross tabulation statistics, word frequency counts, and content analysis of research output to conduct a bibliometric study, and used CiteSpace software to depict a knowledge map for research on entrepreneurship education in China from 2004 to 2013. The study shows that, in this duration, the study of Chinese entrepreneurship education experienced a progression through three stages, an "exploratory stage of learning from foreign models," a "developmental stage geared toward employment problems," and a "transformative stage promoting cultivation of student abilities," and featured three primary characteristics, "multidisciplinary fusion," "imbalanced regional distribution," and "policy orientation." In the future, popular fields in the study of entrepreneurship education are to be concentrated in the three areas, namely "entrepreneurship education and talent cultivation," "entrepreneurship education and entrepreneurial environments," and "entrepreneurship education and innovation education."

The present study aims to identify the most productive countries, journals, authors, institutions and the most used keywords in the field of special education during 2011-2020, based on the WoS database. The widespread effects of the papers and how they are related were analyzed with the bibliometric analysis method. The findings of the study showed that the USA is inarguably the most productive country, followed by England and Australia. On the other hand, there was a very strong positive correlation (r = 0.929) between the number of papers published by countries and their h-index, a similar finding was also found to be present between the countries' h-index and GDP per capita (r = 0.790). Moreover, it was found that the journals with the highest quartile (Q1 and Q2) in the field of special education published significantly more papers than the journals with the lowest quartile (Q3 and Q4). Matson, JL (USA), Sigafoos, J (New Zealand) and Lancioni, GE (Italy) were determined as the most prolific authors, respectively. Autism, intellectual disability, and Down syndrome were the phrases most frequently used as keywords. Our findings provide key information regarding the developments that the research direction of special education field has recently taken. This study also serves a potential roadmap for future studies.

The prerequisite for doctoral students in Chinese universities to obtain their degrees was to publish a certain number of papers in designated journals, which is the main pressure on doctoral students in China. This study focused on the publication pressure of doctoral students in pedagogy in China under the policy of breaking the 'five only', which aims to diversify the evaluation criteria for academic quality and reduce the reliance on paper publications. The study analyzed the data of 36 pedagogical CSSCI journals from 2016 to 2020, and examined the trends and patterns of publishing pedagogy articles in these journals. The study also explored the factors that influence the publication pressure of doctoral students in pedagogy, such as the admission system, the expansion of doctoral enrollment, and the recruitment system for young teachers. The results show that Chinese pedagogy CSSCI journals are declining in number and are dominated by well-known scholars and institutions. Doctoral students in pedagogy face a more severe academic situation than university teachers, as they have to publish papers to graduate and compete for limited journal space. They also face the pressure of publication under the applicationappraisal system and the system of "promote or leave". The study suggests that colleges and universities need to break through the quantitative evaluation system of doctoral students' academic achievements and pay more attention to the training system and academic culture that promote their physical and mental health and academic development.

Purpose: Microteaching is a teacher training method based on microclasses (groups of four or five students) and microlessons lasting no more than 5-20 min. Since it was first explored in the late 20th century in experiments at Stanford University, microteaching has evolved at the interdisciplinary level. The purpose of this paper is to examine the networks found via an analytical bibliometric study of the scientific output related with microteaching in teacher training, through a study and examination of the Web of Science database. Design/methodology/approach: This research was conducted with the VOSviewer tool for content analysis through data mining and scientific network structure mapping by means of the normalisation technique. This technique is based on the association strength indicator, which is interpreted as a measurement of the similarity of the units of analysis. Findings: Two hundred and nine articles were thus obtained from the Web of Science database. The networks generated and the connections among the various items, co-authorship and co-citation are presented in the results, which clearly indicates that there are significant authors and institutions in the field of microteaching. The largest cluster is made up of institutions such as Australian Catholic University. The most often-cited document is by Rich and Hannafin. Allen (1968), who defines microteaching as a technique based on microclasses and microlessons, is the author most often cited and has the largest number of connections. Research limitations/implications: This research's limitations concern either aspects that lie beyond the study's possibilities or goals that have proved unattainable. The second perspective, which focuses on skill transfer, contains a lower percentage of documents and therefore has a weaker central documentary structure. Lastly, the authors have also had to bear in mind the fact that the scientific output hinges upon a highly specific realm, the appearance and/or liberalisation of digital technologies and access to those technologies in the late 20th century. Originality/value: This research shows that microteaching is a promising area of research that opens up vast possibilities in higher education teacher training for application in the realm of technologies. This paper could lead to several lines of future research, such as access to and the universal design of learning from the standpoint of different communication and pedagogical models based on microteaching.

Higher education informatization (HEI) is an interdisciplinary field that examines the use and integration of information and communication technologies (ICTs) in higher education. This paper provides a bibliometric and visual analysis of the research trends, patterns, and topics in this field. Using the Web of Science database, the authors selected and analyzed 199 SCI and SSCI papers on HEI published from 2000 to 2023 by VOSviewer and CiteSpace software. The results indicate that the publication volume of HEI research has grown significantly in recent years. The author network shows the collaboration and contribution of different researchers and institutions, while the journal network reveals the multidisciplinary nature and scope of the field. The keyword network and the burst keyword analysis identify the main research themes and the emerging hot topics in HEI. The co-citation network of sources illustrates the theoretical and methodological foundations and influences of the field. The paper concludes with some implications and suggestions for future HEI research.

This paper reviews the literature on English for Specific Purposes (ESP) research in 15 CSSCI foreign language journals in China's CNKI database over the last two decades. The data have been quantified and visualized with Citespace. This paper analyzes research advances and themes, and then puts forward suggestions based on the current situation of college English teaching in China. The findings reveal that: 1) ESP publications have shown a rising trend during the past 20 years; 2) The study of ESP in academic dissertations is mainly at the MA level; 3) ESP research focuses on such issues as relationships between ESP and college English, academic English, corpus and teaching modes; 4) The dominant method of ESP research in China is non-empirical while more and more empirical studies have emerged since 2011. This study also critically analyzes the research limitations and recommendations of the ESP study.

The higher education efficiency evaluation model using the data envelopment analysis method has interested many researchers. This paper uses bibliometric analysis on publications extracted from the Scopus database to provide a comprehensive overview of research publications on the measurement of higher education efficiency based on data envelopment analysis: its growth rate, major collaboration networks, the most important and popular research topic. A total of 169 related publications were collected and analyzed from 1988 to 2021. The analysis results show that: Publications published every year have increased sharply in the last six years; The quality of publications is relatively high as publications tend to be published in journals with high-ranking indexes; Countries with the most influence in studies on this topic are: Italy, China, Spain, the USA, and the United Kingdom; Authors with the most influence in this research direction are Agasisti T., Abbott M., Doucouliagos C., Avkiran N.K., and Johnes J.; The research cooperation among countries and among affiliations is not strong. Finally, the paper has provided recommendations for future studies based on the findings.

Compare is a leading journal in the comparative and international education research field. To assess this journal's productivity and influence, we conducted a bibliometric analysis of 428 papers published in Compare between 2010 and 2019. The findings show that in the past decade, Compare experienced significant growth in the number of publications and citations. This growth primarily stemmed from England, which yielded over half of the top 20 most productive authors and institutions. Among the numerous research topics discussed in Compare, the disciplinary development of comparative and international education, the internationalisation of education, gender studies in education, and citizenship education were the most frequently addressed. A detailed analysis of these four topics reveals that despite having published many papers falling within the scope of international education, Compare is encouraged to publish more papers about this subfield in the post-COVID-19 era.

In this study, 285 Chinese core journal papers involving early childhood sports in the CNKI (China National Knowledge Infrastructure) database from 1993 to 2022 were selected as samples. Text mining and data statistical analysis tools, such as BICOMB2.0, SPSS22.0, UCINET6.0, EXCEL2016, and other research methods in bibliometrics, such as word frequency analysis, co word clustering analysis, multidimensional scale analysis, and strategic coordinate map analysis, were used to explore the status and evolutionary trends of early childhood sports in China. The results are as follows: Since 2011, the annual number of documents has indicated a wave-like increasing trend every year, reaching its peak in 2020. In total, 237 institutions participated in this study. The journal distribution of papers in this field was close to the 1:4:16 ratio of Bradford's law. A relatively stable periodic group was formed. 12 cluster themes have been formed in the field of children's sports in China.

Purpose: The purpose of this article is to summarize and reflect Chinese theoretical research on moral education in the context of globalization and value pluralism since 2000 and to propose possible directions for the future research. Design/Approach/Methods: The research methods in this article are primarily literature review. Those papers which met the following criteria were selected and included in this review: (1) Papers published from 2000 to 2014 were included if they were cited by at least one other published article and (2) papers published from 2015 to 2017 were included if they were presented in a core research journal. Based on that, speculative thinking and critical thinking are also embodied in this research. Findings: Based on the features of "a man of virtue," the article identifies the four dimensions that have influenced Chinese thinking about moral education: (1) Kantian and Enlightenment philosophy, (2) emotion and life experience, (3) social rights, and (4) the culture-value dimension. The four dimensions of moral education theory are related and complement, rather than contradict, each other. The author argues that the research scopes underlying current moral education theories are fairly narrow. A more comprehensive, interdisciplinary approach is needed to improve theoretical research and to enhance the effectiveness of moral education practice in schools and universities. Originality/Value: The article provides a latest overview and critical insights to consolidate the foundation of moral education in an era of societal transformation by comparing moral education research between China and the West and proposing realizing a deep integration between theory and practice.

In this work, a bibliometric analysis of the investigations of the last 54 years focused on the teaching of topology and its applications in the learning of other areas of knowledge was carried out. The articles that appear in the SCOPUS database were taken into account under the search criteria of the words topology and teaching, connected with the Boolean expression AND in the search field ABS. As a result, 329 articles were obtained which, based on the PRISMA methodology, were reduced to 74 papers. In them publication trends, impact of publications, citation frequencies, among others, were compared. In addition, its use was identified for learning topology at different levels of training, areas of knowledge where this discipline is most applied and strategies used to teach these applications.

Academic mobility, given its importance in the dissemination of knowledge and globalization of research collaboration, has received growing attention over the past decades. Based on a bibliometric analysis of the literature on academic mobility (119) from 343 journal articles in Web of Science over the period of 2010 to 2020 with the use of CiteSpace, this paper outlines the research intellectual map, such as the most active contemporary institutions, journals, and popular regions/countries; dissects the network of categories and summarizes the emerging trends and future research opportunities for academic mobility. The results of the study are: (1) England is the most productive region followed by China and Netherlands in terms of publication; (2) Utrecht University, The Polytechnic University of Valencia, and Russian Academy of Science are the most productive institutions; (3) The publications are mainly in the subject categories of Education, Business and Economics, and Geography; (4) Gender, scientific practice, brain drain are the main keywords for discussion; and (5) Louise Ackers is the most influential author in this field and "International Migration Journal" is the most frequently cited journal over the past decade. Our paper contributes to the relevant body of literature by systematizing the literature on academic mobilities through CiteSpace, a visualized analytical tool for undertaking bibliometric analysis, providing valuable references for researchers and practitioners who want to further explore this knowledge area.

The paper provides an overview of the global research on graduate education. The study applied a combination of a bibliometric and social network analysis methods to bibliographic data from Thompson Reuters' Web of Science. More specifically, a keyword search approach was used to retrieve 2,454 articles on graduate education from 1996 until 2020. The set was processed with the VantagePoint software. The paper reports the findings in the form of lists of top scholars, research centres, and countries contributing to research on graduate education. The findings include similar lists of the key funding agencies, contributing disciplines and publication venues, as well as maps representing collaborative activity in the field between institutions, and countries. Finally, the frequency of utilisation of groups of author-supplied keywords is analysed to determine the basic thematic structure of the research on the topic. The originality of the paper consists in the fact that it represents the first attempt to map the landscape of research on graduate education using bibliographic data. It can be used to supplement the results of literature reviews on the topic, which apply a more in-depth content analysis-based approaches to a limited number of papers to determine the thematic structure of the field.

Author-based metrics (ABMs) and journal-based metrics (JBMs), as well as citations, are the dominant currency of intellectual recognition in academia. These metrics and citations continue to be dominated by the Clarivate Analytics Journal Impact Factor (JIF) and are still widely used as a surrogate to determine prestige, scientific credit, and influence. However, the author argues, their dominance in this area needs to be rethought, especially in China, which accounts for approximately 19 percent of total scientific research papers globally. China, like several other countries, games the JIF for financial compensation in pay-to-publish schemes based on JIF-carrying journals. The culture of metrics, especially the JIF, to measure success, reputation, and productivity, or JIF-based praise platforms such as Clarivate Analytics' "Highly Cited Researchers" report inflate the problem because they elevate the perceived excellence of single individuals above all others, when in fact most publishing success is collaborative. The survival of many academics and journals in this publish-or-perish culture depends on such metrics, as authors seek journals with higher JIFs in which to publish their findings. Since federal or public funding is often based on the ranking of journals, the abuse of ABMs and JBMs lies beyond a lack of professionalism. Not only does JBM manipulation constitute academic misconduct, there is a widening discussion about the need to criminalize journals that game their JIF.

Patriotism is an important and well-accepted value in educational institutions. As a civic virtue, it has always been included in education/training programs. This study aims to compare research articles on teaching of patriotism that were conducted in the last 20 years. The document analysis method was employed in the study for this purpose. The data were collected through the international databases e.g. Wiley, Jstore, Elsevier, Taylor & Francis. 218 articles were found by searching the keywords "patriotism", "patriotic education", and "teaching of patriotism". Upon initial analysis, it was decided that 110 articles would serve the purpose of this study. Content analysis technique was employed to reveal patterns of the selected articles. The number of articles published on patriotic education in each countries, the publication dates of these articles and the comparison of these articles according to countries, purposes, is presented in this study. The paper at hand shows that only some articles have a critical perspective on patriotism. Implications are made based on results.

Taking credit for digitalization and platformization, China has initiated its open science infrastructure implementation and made an effort to focus on open access (OA) journals and data sharing over the past two decades. With the continuous development need, issues and concerns have caught in attention, including data accessibility, research transparency, general population awareness and communication of science, public trust in science, and scientific research and innovation efficiency. This paper has unfolded the maze of open science stance in China and elaborated on its current economy, openness and freedom extents, and future innovation potential towards a global open science community, within depth and scope of both the Chinese and Western scholars' interpretations.

This paper systematically reviews the studies of working memory in second language learning in China over the past 20 years. A total of 140 studies that were published in 13 major foreign language journals during the past 20 years (2000-2019) were categorized and analyzed according to research method, educational level, and research content. For research method, two phases could be identified: from 2000 to 2006, more attention focused on introducing theory and reviewing literature regarding the association between working memory and second language learning; and from 2007 to 2019, there is a growing body of quantitative and qualitative research. For educational level of the 75 empirical studies, the majority were targeted at adult learners, whose L2 proficiency was assumed to be at or beyond intermediate level. For the research content, they were classified into three dimensions: L2 understanding, L2 output, and the integration of L2 understanding and output. These three dimensions were sub-divided into a total of seven aspects: vocabulary, grammar, listening, reading, speaking, writing, and interpretation. Considerable advances have been made in the knowledge of working memory and second language learning. Nevertheless, more research is needed to develop a deeper understanding of the interrelationships between working memory and different domains of second language learning.

This paper explores how women academics in Chinese higher education have been understood as a topic of research by conducting a comprehensive review of publications on the theme in Chinese national academic journals, that is, national journals written in Chinese. The study identifies publication trends and key research issues concerning academic women in China, adopting a knowledge mapping perspective that unveils research and methodological choices, including data collection methods used in Chinese national journals since the mid-1980s, when the first publication on women academics was identified. The study finds that despite the rapid expansion of the population of women academics in the Chinese higher education system, this topic has been intermittently researched: interest in it peaked in the early 2010s but has declined since then. Past interest in the topic would be largely activated by governmental policy considerations and changes, but would become relatively dormant during periods of lower policy activity. The research has been mainly focused on policy and practice, and has lacked long-term perspectives; it has not always acknowledged societal and structural challenges that academic women face, and has not engaged in theory building. The latter is probably because much of the knowledge production has been based on personal opinions and views, and has suffered from a lack of critical thinking, a reliance on largely unsophisticated methods, and findings that are not generalisable.

The journal structure in the China Scientific and Technical Papers and Citations Database (CSTPCD) is analyzed from three perspectives: the database level, the specialty level, and the institutional level (i.e., university journals vs. journals issued by the Chinese Academy of Sciences). The results are compared with those for (Chinese) journals included in the Science Citation Index (SCI). The frequency of journal–journal citation relations in the CSTPCD is an order of magnitude lower than in the SCI. Chinese journals, especially high-quality journals, prefer to cite international journals rather than domestic ones; however, Chinese journals do not get an equivalent reception from their international counterparts. The international visibility of Chinese journals is low, but varies among fields of science. Journals of the Chinese Academy of Sciences have a better reception in the international scientific community than university journals. [ABSTRACT FROM AUTHOR]

A decade ago, an online survey resulted in the "Protecting Cantonese Movement" (PCM) in Guangzhou, Guangdong Province, China, around which some articles were produced. Based on the bibliometric analysis of data retrieved from the "China National Knowledge Infrastructure (CNKI)," the "Web of Science," and "Google" Scholar keyword searches during 2010 and 2021, this paper reviews the PCM literature to summarize its major features and general trends. It reveals that the published journals or newspaper articles focus on interpretating PCM, analyzing its causes from sociocultural, sociolinguistic, socioeconomic and media environmental perspectives, and proposing countermeasures and suggestions at political, ideological and sociolinguistic environmental levels. It concludes that PCM is of far-reaching significance to the continuous research ranging from Cantonese preserving, promotion of Mandarin, language planning, language policy, and language conflict to language ecology.

Purpose: This paper aims to present a comprehensive review of the present state and trends of smart education research. It addresses the need to have a systematic review of smart education to depict its research landscape in view of the growing volume of related publications. Design/methodology/approach: A bibliometric analysis of publications on smart education published in 2011 to 2020 was conducted, covering their patterns and trends in terms of collaboration, key publications, major topics and trends. A total of 1,317 publications with 29,317 cited references were collected from the Web of Science and Scopus for the bibliometric analysis. Findings: Research on smart education has been widely published in various sources. The most frequently cited references are all theoretical or discussion articles. Researchers in the USA, China, South Korea, India and Russia have been most active in research collaborations. However, international collaborations have remained infrequent except for those involving the USA. The research on smart education broadly covered smart technologies as well as teaching and learning. The emerging topics have addressed areas such as the Internet of Things, big data, flipped learning and gamification. Originality/value: This study depicts the intellectual landscape of smart education research, and illustrated the evolution and emerging trends in the field. The results highlight its latest developments and research needs, and suggest future work related to research collaborations on a larger scale and more studies on smart pedagogies.

Young people with English as an Additional Language/Dialect backgrounds are often identified in public health messages and popular media as "bodies at risk" because they do not conform to the health regimens of contemporary Western societies. With increasing numbers of Chinese students in Australian schools, it is necessary to advance teachers' understandings of the ways in which these young people negotiate notions of "health" and "(un)healthy bodies". This paper explores the ways in which young Chinese Australians' understand health and (un)healthy bodies. The data upon which this paper focuses were drawn from a larger scale study underpinned by critical, interpretive, ethnographic methods. The participants in this study were 12 young Chinese Australians, aged 10--15 years, from two schools. Photographs of a variety of bodies were sourced from popular magazines and used as a means of interview elicitation. The young people were invited to comment on the photographs and discuss what "health" and the notion of a "(un)healthy body" meant to them. Foucault's concepts of discursive practice and normalisation are used alongside Chinese concepts of holistic paradigms and Wen--Wu to unpack the young people's subjectivities on health and (un)healthy bodies. The findings invite us to move beyond Western subjectivities of health and (un)healthy bodies and highlight the multidimensional and diverse perspectives espoused by some of the young Chinese Australians in this study. The research findings can inform future policy and practice relevant to the exploration of health and (un)healthy bodies in health and physical education and health and physical education teacher education.

This paper explores the convergence and divergence in the discourses and practices of comparative education in Japan, North America, and Greater China. Research demands, institutional settings, and social and historical background determine the nature of the research discussed and practiced in each place. Some particular patterns were identified in Japanese traditional comparative education such as thick description, limited reference to theories, and a focus on systems and the structural level rather than on classroom practices and pedagogy. Further, an orientation to borrowing foreign policy ideas and to learning about the educational system in neighboring Asian countries has made some themes and geographic research sites popular. Examination of research trends reveals that similar demands to identify policy options also exist in Mainland China and Taiwan. Together with the research on policies and practices in other countries, in Japanese comparative education there is a strong tradition of area studies based on deep linguistic and cultural understanding of the research sites. Such a research approach is often found among members who conduct investigations in East Asia and Southeast Asia. In addition, there is another group of scholars who show strong interest in international agendas such as development or gender and who conduct research contributing to these fields. This type of scholar has increased since the 1990s and tends to focus on regions such as Africa and South Asia. This has brought Japanese research trends closer to that of North America where a large number of publications were on Africa, Latin America, and Asia throughout the post-World War II period. Because of the multi-disciplinary nature of this academic field and its openness to quality research from diverse academic traditions, I argue that comparative education can serve as a platform for academic collaboration for advancing the horizon of research.

The current expansion of English language publishing by scholars from China is supported by national and university policies, including monetary and career incentives to publish in English. These incentives, which extend to work in the humanities and social sciences (HSS, the focus of this paper) as well as the sciences and technologies, are situated in evolving strategies of internationalization. China has moved from an internationalization strategy simply based on learning from the West, to a 'going out' strategy designed to both lift domestic research capacity and advance China's influence in the world. However, the 'going out' strategy nonetheless embodies ambiguities and dilemmas. The world of academic knowledge is not a level playing field but more closely approximates the centre-periphery dynamic described in world systems theory. This study explores the influence of publication incentives in the context of a centre-periphery world. It draws on analysis of 172 institutional incentive documents and interviews with 75 HSS academics, university senior administrators, and journal editors. The study identifies practices within China's HSS that reproduce centre-periphery relationships. By focusing on international publications, Chinese universities run the risk of downplaying Chinese-language publications and adopting standards and norms from global centres to assess domestic knowledge production. These could result in creating knowledge from and about China primarily in Western terms without adding a distinctive Chinese strand to the global conversation. Nonetheless, the study also identifies alternative dynamics that challenge the existing power hierarchies in global HSS, highlighting indigenous knowledge and the need to pluralize global knowledge production.

Growth is a concept of particular interest for economic discourse. This paper sets out to explore a small corpus of economic growth, which consists of articles from "The Economist". The corpus software used in this study is a web-based tool Wmatrix, an automatic tagging software able to assign semantic field (domain) tags, and to permit the extraction of key words and key semantic domains by applying the keyness calculation to tag frequency lists. The results show that at 99% confidence (or p < 0.01), the cut-off of 6.63 (log likelihood value) indicates that there are 1051 positive keywords (including multiword expressions) and 80 key semantic domains generated from the corpus. It is evident that BRICs or the emerging economies/markets, in particular China and India, are a big concern regarding economic growth over the past years. A number of examples of possible ways forward in teaching methodology are presented.

Internationalization has become a new landmark of Chinese higher education, measured by indicators such as personnel mobility, number of offshore/joint programs, and international publications. Chinese universities have moved from isolation to the forefront of internationalization in a short timeline and amid the dramatic expansion of Chinese higher education to a mass system since the late 1990s. This has set the context of the internationalization discourse. At the same time, Chinese upper- and middle-class families increasingly choose not to send their offspring to Chinese universities, but rather to study abroad. These developments add up to a puzzle as to how internationalization has helped lift the standards of Chinese higher education. Drawing on the glonacal agency heuristic, resource dependency theory, and the Ethical Internationalism in Higher Education (EIHE) perspective, this paper utilizes the case study of two Chinese universities to address such two research questions: (1) How have Chinese universities managed to rise so dramatically in terms of internationalization? and (2) Why do they embrace internationalization so enthusiastically and how does this benefit them?

This paper presents a bibliometric analysis of highly cited articles published in the Web of Science category "Education and Educational Research" in the Social Science Citation Index (SSCI). A total of 2091 journal articles published in this category and cited more than 100 times up to the end of the year 2016 were retrieved as highly cited articles. Distributions of highly cited articles per publication year, journals, institutions and countries were analysed, as well as the citation life cycle of the top-cited articles. The USA, its institutions and researchers are the absolute leaders in the category of Education and Educational Research according to the results of the conducted analysis.

The current article analyses the papers presented at the 2011 BELMAS Conference in order to understand the sorts of works it contained in terms of topics addressed and types of papers, as well as authorship patterns of the presenters. Based on an analysis of 57 works presented at the Conference, it was found that the typical paper was authored by a single individual, who might originate from countries other than the UK. Additionally, the presenter is usually a university member who presents empirical and conceptual works mostly in the area of policy/reforms and headship (leadership) but not solely. Compared to the 2007 BELMAS Conference, some increase in the works authored by practitioners from schools and a variety of educational agencies was observed. A major shift between the conferences is evident in respect to the topics discussed by the presenters. Some suggestions for BELMAS end this paper. (Contains 7 tables.)

While there has been an increase in students studying abroad in China, this increase has not been seen in the respective number of articles published in scholarly journals on education abroad in China. This paper summarizes articles from journals on the types of education abroad programs in China, organized by topic, and by the outcomes and benefits of the programs as stated in the articles. The basis for this review is relevant literature from full-text journals published from 1975 to 2013. Of 213 returns from an online search, 25 were relevant for this literature review. The benefits and outcomes of education abroad in China culled from this literature review are compared to the list of ten main outcomes of study abroad programs presented by Parsons (2010). In addition, outcomes not listed by Parsons were identified.

The reviews of papers for refereed journals are rarely a source of exhilaration, only occasionally a pleasure and frequently dispiriting. Using peer reviews of research containing Chinese concepts, this paper explores different ways of thinking about knowledge, its evaluation and transfer. Bourdieu's concepts of fields of power, position taking, positioning and honour provide a framework whereby peer reviews are positioned as integral to scholarly argumentation. They are used to test efforts to connect Chinese ideas into the global dynamics of research-based knowledge, and to teach early career researchers about how to engage in academic disputation. (Contains 2 tables.)

The testing and examination history in China can be traced back to the imperial period nearly two thousand years ago. The existence of English language testing (tests), on the other hand, has a much shorter history. These English tests, developed and administered over the past 20 years, however, are taken by billions of learners of the English language in China. To many of these learners, doing well on these tests are the key to their academic success as well as the success of their life in general. The paper will first introduce major tests and examinations of English designed and administered in China, then provide an overview of the current research in language testing that has been conducted by Chinese researchers and published in Chinese academic journals over the past 10 years. This paper will focus on the discussion of the issues and concerns of language testing within the Chinese context. (Contains 5 footnotes.)

This paper aims to map the landscape of higher education transformation in the BRICS (Brazil, Russia, India, China and South Africa) nations while exploring the status of BRICS nations in some of the global university rankings and analysing their potential to give new meaning to notions such as excellent and world-class universities. The study provides different theoretical perspectives about global university ranking and about the notion of "world-class/excellence." Based on the literature exploration, the gathered data from some of the global university ranking agencies and the critical reflections from purposefully selected respondents, it is considered that the quest for world-class universities is articulated in several public policy documents of BRICS nations. While some attempts to achieve this quest vary (e.g. from China's strong effort to India's least effort), BRICS nations, like many other nations, seem to evolve towards this ambition, as universities have become the centre point of the development agenda. The ability of BRICS nations to provide new meaning to "world-class/excellence" notions, although not clear, cannot be disputed given the indications that the BRICS bloc is emerging as an alternative economic force and the role higher education is playing in this emergence.

This e-paper discusses e-Learning for China based upon the experiences of a free content website. Chinese culture, The Internet, and education are discussed using a number of deep links into online bibliographies, online journals and other knowledge objects. A cultural analysis is undertaken and conclusions are made. The future of research into e-Learning for China is considered.

This study evaluates trends in quality of nanotechnology and nanoscience papers produced by authors from the People's Republic of China (PRC). The metric used to gauge quality is ratio of highly cited nanotechnology papers to total nanotechnology papers produced in sequential time frames. The USA is both the most prolific nanotechnology publishing country and most represented country on highly cited nanotechnology papers (both in absolute numbers of highly cited papers and highly cited papers relative to total publications) over the 1998-2003 time frame, based on the SCI/SSCI databases. Some of the smaller hi-tech countries have relatively high ratios (∼2) of highly cited papers to total publications (e.g. Denmark, Netherlands, Switzerland). Countries that have exhibited rapid growth in SCI/SSCI nanotechnology paper production in recent years (e.g. PRC, South Korea) had ratios an order of magnitude less than that of the USA for 1998, but by 2003 had increased to about 20% that of the USA (∼2.5). PRC and South Korea have climbed in the publications rankings from 6th and 9th in 1998, respectively, to 2nd and 6th in 2005, respectively. PRC's ratio monotonically increased from 0.16 to 0.45 over the 1998-2003 period, and South Korea's ratio increased from 0.11 to about 0.6 over that same period, indicating their papers are getting more and more citations proportionately. Thus, under rapid growth conditions, PRC and South Korea have been able to increase their share of participation in highly cited papers. As of 2003, PRC and South Korea have ratios comparable to nations like Japan, France, Italy, and Australia but not yet approaching those of the highly cited countries. None of the top ten publications producing institutions are from the USA, while all of the top ten highly cited publications producers are from the USA. Over the 1998-2003 time period, the top six total publications producing institutions (globally) remained the same, with Chinese Academy of Sciences (which consists of many research institutes) wresting the lead from Russian Academy of Sciences in 1999, and thereafter increasing the gap. Over this same time period, the USA institutions constituted about 90% of the top ten most cited papers list. For Chinese institutions specifically in the period 1998-2003, the nanotechnology publication leading Chinese Academy of Sciences has maintained an average of about 30% of nanotechnology publications over that time frame. The second tier (in terms of quantity) for the last few years has consisted of Tsinghua University, Nanjing University, University of Science and Technology of China, Peking University, Jilin University, Zhejiang University, Shandong University, and Fudan University. Hong Kong institutions have, on average, been strong in ratio, especially City University Hong Kong, and Hong Kong University of Science and Technology, indicating significant citations. [ABSTRACT FROM AUTHOR]

This article examines the evolution of national research policy in China over the past three decades and its recent shift in emphasis from "import" to "import-export" oriented internationalization. Based on a policy review and interviews with three groups of academics--six journal editors in the humanities and social sciences, two directors from top-tier Chinese university Departments of Scientific Research Administration, and six scholars from different disciplines--the article investigates the impact of national research policy and its recent shift towards 'going out' on scholarly publishing in China. The paper reveals Chinese academia's quandary with regard to internationalization and discusses the link with larger debates about uni- and bi-directionality in academic knowledge exchange.

In the context of open-access (OA) academic publishing, the mounting pressure cross global academe to publish or perish has spawned an exponentially growing number of dodgy academic e-journals charging high fees to authors, often US$300-650, and even triple that amount, promising super-fast processing and publication open-access (OA) online. Jeffrey Beall (Scholarly Open Access, http://scholarlyoa.com) has characterized this phenomenon as "predatory OA publishing," since it is oriented largely to extorting a high fee from authors. This exponential growth in start-up cyber-journals galore of questionable quality and dubious upstart origin is driven largely by the globalization of Euro-Atlantic research cultures into the Global South and lower-income economies everywhere, part of the now rapid internationalization of scientific research (Jha 2011) and "researching under the audit" (Illner 2011: 70), and is potentially a form of "academic racketeering." It tends to attract and exploit lesser-privileged academics, often on "knowledge production peripheries." They are a segment of a hugely expanding global constellation of researchers, in some ways a "research proletariat" (Harvie 2000), many of whom can can least afford the "cyber-services" of these start-up, fee-gouging OA journals. Yet researchers anywhere, including doctoral students and others in an "academic precariat," may be lured to publish there, given a turnaround time of three weeks from submission to acceptance and publication often offered and implemented (Stratford 2012). A certain kind of "market cynicism" (Power 2010) may take hold, where young academics are forced to think of themselves largely in economic terms and the "price" of quick dubious publication. In essential ways, the phenomenon of predatory academic journals is also part of the largely ex-colonial and subalternized "academic periphery striking back" against that Eurodominance of research cultures, involving basic contestations about asymmetrical power and representation and the geopolitics of hegemonic and subaltern knowledge production and dissemination on a global scale, the "coloniality of power/knowledge" (Quijano 2000; Grosvoguel 2008; Jaramillo 2012) within the changing face of biopolitical production and the emergence of a new "common" (Hardt 2010; Hardt & Negri 2009) inside globalized immaterial capitalist production. Racist subtexts about "academic scams based in Africa and South Asia" need to be confronted and avoided. In resisting trends toward corporate, high-cost Western-dominated academic publication, cost-free OA knowledge publication paradigms need to be expanded in the (re)appropriation of a "knowledge commons" under late capitalism. These include arXiv.org, journals like JCEPS, the Forum Qualitative Sozialforschung/Qualitative Social Research (bit.ly/xjc0mD), and more than 7,000 others associated with the Directory of Open Access Journals (www.doaj.org) -- in the spirit of the Imaginary Journal of Poetic Economics (bit.ly/zPYYFJ) and the work of the Public Knowledge Project (http://pkp.sfu.ca), Open Journal Systems (tinyurl.com/2ydklr), SciELO (http://socialsciences.scielo.org/) in Latin America--and other initiatives for "Green OA" in open-access repositories elsewhere. These OA needs to be reconceived in the struggle for a "communism of the common" (Hardt 2010: 140). That re appropriation and its self-organization should become a main goal in confronting and dismantling the regime of monopolistic knowledge control today by giant "knowledge enclosure" corporations like Thomson-Reuters, Springer and Wiley. A key aim of the present paper is to spotlight these "predatory" journals and urge further empirical research. Despite the huge amount of largely bourgeois analysis of OA, there is very scant critical inquiry into such academic journals and their burgeoning conglomerates.

As is the worldwide trend, scientists in China face strong and increasing pressure to publish their research in international peer-reviewed journals written in English. There is an acute need for graduate students to develop the required language skills alongside their scientific expertise, in spite of the distinct division currently existing between English teaching and the other disciplines. Researchers in the workplace also need ongoing training, presenting a complex challenge for the sector. We present an analysis of data gathered as we have introduced, in Chinese science- and English teaching-based contexts, an approach to the development of international publishing capacity entitled CIPSE--Collaborative Interdisciplinary Publication Skills Education. This approach involves scientists and English language specialists working together on education programs adapted to fit local contextual constraints, and builds on collaborative approaches used extensively in ESP contexts elsewhere. Our analysis suggests some possible components of the multi-faceted strategy set that will clearly be required to address the challenges. We argue for changes to the teaching of English to research students in the sciences, including the development of a strong research base incorporating corpus linguistics, English for Specific Purposes pedagogy and interdisciplinary collaborative practice. (Contains 4 tables.)

We selected five Chinese university-based journals and five Western university-based journals to examine the extent of contributions by editorial board members and faculty from the universities in which the journals are published over a 6-year period from 2001 to 2006. A disproportionate contribution of faculty papers was from editorial board members in the Chinese university-based journals and faculty in the universities the journals are affiliated to. We speculate that this could be attributed to various reasons, including issues of protectionism, academic accountability, and the social capital of "guanxi" in the specific context of China. We suggest that editorial review boards of university-based journals in China may need to re-examine professional roles, responsibilities and ethics that may require new thinking on scholarship in higher education.

Researchers of scholarly literacy are becoming more aware that a published research article, especially if it is written by an English as an Additional Language (EAL) author, needs to be viewed as a product involving a range of "shapers" who participate in the editorial process (e.g., Burrough-Boenisch, 2003). Drawing on data gathered over a period of several years from doctoral science students and their supervisors at a major research university in mainland China, this paper considers such shapers' roles in this group of novice scholars' international publication attempts. Three main sources of English-language correction assistance are used: supervisors, peers, and language professionals. The strengths and weaknesses of each of these sources are analyzed. In addition, it is noted that professional editorial services are still used rarely in China, although they have the potential to develop if the services become more accessible, financially more affordable, and more reputable. It is concluded that, in the long run, it is in the interest of EAL authors to receive editorial assistance in their local scholarly community from systemized partnerships between language professionals and subject professionals, and that academic journals should join in the efforts of assisting EAL authors to overcome the English-language barrier in international publication.

This paper presents a perspective of the various types of academic corruption that is currently running rife in society, a theoretical analysis of the roots of academic corruption, and proposals for a number for countermeasures to put a stop to academic corruption. (Contains 3 notes.) [This article was translated by Ted Wang.]

Academic corruption is a hot issue in today's society. "Academic corruption" means that certain individuals in academic circles, driven by the desire for personal gain, resort to various kinds of nonnormative and unethical behavior in academic research activities. These include: academic self-piracy, academic piracy, copying and plagiarism, multiple submission of papers, impersonation, concept appropriation, footnote opportunism, academic deception, slipshod work, verbal garbage, buying and selling of writings, and other academic distortions. This article describes (1) how academic corruption harms the Party; (2) the causes of academic corruption; (3) the main problems confronting China's institutions of higher learning in the effort to control academic corruption; (4) current prevention and control of academic corruption in the United States, France, Germany, and Britain; and (5) proposals for countermeasures by academic journals in China's institutions of higher learning against academic corruption. (Contains 6 notes.) [This article was translated by Ted Wang.]

This paper introduces journals and other research resources about Chinese medicine available online. Websites are categorized under four headings: databases, comprehensive journals, acupuncture journals, and historyand philosophy of Chinese medicine. It may assist interested people in furthering their studies. [ABSTRACT FROM AUTHOR]

Presents a special issue on the International Journal of Language and Communication Disorders for Chinese language and communication disorder. Guest editors for the edition; Deadline for initial submission; Contact information.

Copyright of Journal of China Tourism Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)