Search

Global science is more networked and connected than ever before. The rise of research collaborations occurs not only in the established Euro-American science systems that hold 'central' nodes in the globally networked science, but also in other parts of the world as science systems pluralise and multipolarise. Yet, research collaborations between traditionally non-central science systems are understudied. This paper examines factors leading to increased research collaborations between scientists in China and Turkey, two "traditionally" non-central science systems. A multiple regression analysis was conducted using an original dataset of 2256 collaborative papers and 605 China-based and Turkey-based scientists. The analysis reveals the statistically significant role of in-person mobility to the other system in increasing research collaborations. Additionally, being male instead of female and working in a university instead of a research institute are statistically significant predictors of increased research collaborations. The paper adds further nuances to the literature, suggesting that having obtained a PhD abroad or being in a large city may not lead to increased collaborations among traditionally non-central systems, although they may increase international collaborations at the conflated global level.

This article presents an ethnographic case study of pre-service teachers' transformative learning in a Culture-Writing course at a Chinese university. In recounting three stories with fieldwork data gleaned from moments of students' pre-class discussions, reflective writings, and reports on term-paper projects, this study showcases how a group of student-teachers transformed "the self" through getting to know and/or re-understanding "other(s)." Learning to 'write culture', as their teacher led them to see, is to appreciate the lifeworlds of others and further to destabilise taken-for-granted assumptions, beliefs, and understandings, thereby leading towards transformation. I argue that transformative learning takes place in the process of knowing and rebuilding the self in relationships with other(s). It constitutes moments of critical shift that place the self and identity in a more reflexive, relational, and reversible position within specific socio-cultural contexts. This study contributes to the ongoing discussions on transformative education by illuminating how other(s) play a role in promoting pre-service teachers' transformation in a classroom-based course.

To tackle the problem of graduate employability (GE), higher education researchers and practitioners are suggesting the inclusion of employability modules in university curricula. However, the orthodoxy of the major-based undergraduate curriculum (MBUC) has rarely been challenged in the GE literature. Drawing on Clarke's (2018) [Clarke, M. (2018). Rethinking graduate employability: The role of capital, individual attributes and context. "Studies in Higher Education," 43(11), 1923-1937. https://doi.org/10.1080/03075079.2017.1294152] integrated employability model, this paper explores how MBUC affects undergraduate students' GE development. The data were 27 interviews with undergraduates majoring in Portuguese at six Chinese universities. Findings show that the MBUC weakens students' perceived employability by cultivating a single rather than compound skill set, limiting their social circles and, therefore, horizons for action and delaying their career self-management. More directly, it affects GE in some cases by overproducing a homogeneously skilled workforce. We argue that in many fields of the current world of work, the MBUC may have contradicted its original, and once achieved, goal of enhancing GE for a particular profession; rather, in practice, it has become an obstacle to GE development.

Much research has investigated international graduate employability in home "or" host countries. However, limited studies have accounted for such employability "across" the home and the host. Drawing on Bourdieu's relational and reflexive sociology, this paper critically examined the first author's narrative of his employment experiences as a doctoral graduate navigating across Chinese and Australian academic fields after completing ten years of higher education and research training in Australia. While he encountered various challenges due to capital deficiency and habitus-field mismatch, he also reflexively learned to capitalise on his transnational academic dispositions and decode different logics of practice across different academic fields. Thus, he underwent constant changes of identity, agency, and belonging in his cross-field employment journey, which potentially shaped his transnational habitus. This Bourdieusian reflexive narrative contributes to research and practice on graduate employability and reflexivity from a sociological perspective.