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This paper contends that the inclusion of meso- and micro-level perspectives has been under exploration in the study of the internationalization of humanities and social sciences, in particular, in a state-mandated system where policy interventions in higher education and knowledge production have typically been aligned with state construction and national development. It argues that institutional and individual responses to state policies on the internationalization of humanities and social sciences should be investigated due to their respective roles in policymaking and implementation. It has, therefore, retrieved recent and historical policy documents during the post-WTO period and collected empirical data from two Chinese universities. A constructivist-interpretivist qualitative approach and a qualitative case study strategy were adopted for this investigation. Based on an in-depth analysis of the empirical data, this paper reveals the gap between the macro-level ambition of achieving outward-oriented diffusion of innovations and the local-level realities, as well as institutional dilemmas and conflicts in facilitating the internationalization.

Although the potential of English as a Medium of Instruction (EMI) for intercultural learning and teaching is acknowledged, few studies have explored the teaching of culture in EMI programmes in higher education contexts. Thus, this study examined the perceptions and practices that six EMI teachers from a variety of disciplines have of culture and cultural instruction at a Chinese university. Data were obtained from 24 classroom observations and six post-observation interviews. Drawing on Larzen-Ostermark's tripartite culture-teaching orientations and Rasouli and Moradkhani's culture-teaching taxonomy, the findings revealed that teachers with a humanities and social sciences background had a fluid and dynamic view regarding the understanding of culture, while teachers with a science, technology, engineering and mathematics background did not recognise the need to incorporate cultural instruction into their EMI classes. In analysing classroom data, five categories of cultural instruction were identified: contrast, authentic material, groupwork, codeswitching and guided discussion of culture. The five categories are mainly in line with the affective and action orientations in Larzen-Ostermark's three-orientation framework. The paper concludes by exploring the implications of the study's findings for EMI policymakers and EMI teacher training programmes.

This article aims to reveal the factors that affecting the impact of international collaboration papers in the field of social sciences and humanities. Based on resource-based theory and transaction cost theory, we analyzed the articles from a sample of 13,331 listed research papers come from the 42 world class universities in China using descriptive statistics, ordinary least square (OLS) regression, and came to the following conclusions: First, it is the quality rather than the quantity of international collaborator that affect the academic influence of the research outputs. Second, researchers from different backgrounds are conducive to improve the impact of research papers and the collaboration leading by Chinese university perform better. Yet, too much collaborators coming from different institutions would have an adverse impact, which may due to the increase cost of cooperation. Finally, collaborating researchers from developed countries or top universities will significantly improve the research performance because of the abundant resources behind them. Findings from this research suggest that setting up international collaboration should pay more attention to the level of the collaborator and consider the cost behind the whole process.

Incentives for improving research productivity at universities prevail in global academia. However, the rationale, methodology, and impact of such incentives and consequent evaluation regimes are in need of scrutinization. This paper explores the influences of financial and career-related publishing incentive schemes on research cultures. It draws on an analysis of 75 interviews with academics, senior university administrators, and journal editors from China, a country that has seen widespread reliance on international publication counts in research evaluation and reward systems. The study focuses on humanities and social sciences (HSS) as disciplinary sites, which embody distinct characteristics and have experienced the introduction of incentive schemes in China since the early 2000s. Findings reveal tensions between internationalization and indigenization, quality and quantity, integrity and instrumentalism, equity and inequity in Chinese academia. In particular, we argue that a blanket incentive scheme could reinforce a managerial culture in higher education, encourage performative objectification of academics, and jeopardize their agency. We thereby challenge 'one-size-fits-all' policymaking, and suggest instead that institutions should have the opportunity to adopt an ethical and 'human-oriented' approach when developing their research incentives and evaluation mechanisms.

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.

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.

Developing nations including Bangladesh are significantly lagging behind the millennium development target due to the lack of science, technology and engineering education. Bangladesh as a least developing country has only 44 engineers per million people. Its technological education and gross domestic product growth are not collinear. Although limited progress was made in humanities, basic sciences, agriculture and medical sciences, a vast gap is left in technical and engineering education. This paper describes the present condition of engineering education in the country and explores ways to improve engineering education in order to meet the national as well as global skills demand. (Contains 3 tables and 7 figures.)

The development of higher vocational education in China embodies a global trend of vocationalism that values skills and skilled workers, which is opposite, in some ways, to the Confucian tradition in Chinese education that values theoretical knowledge related to good governance. As the cultural trend supporting the development of higher vocational education, vocationalism is implicated in certain challenges including high tuition fees, limited upward mobility, and neglect of the humanities in education. Humanities for moral education, and mechanisms for upward mobility on equal terms for all, which are fundamental elements of Confucianism, may help resolve these challenges. This paper embodies the dialectic of a global trend and local culture in educational reform within the context of globalization.

Within a global trend of the anglicization of academic publishing, in the humanities and social sciences (HSS) publication in indigenous languages, nevertheless, in many contexts, continues to thrive. Given that the overall anglicization of academic publishing tends to be negotiated at the local level, this study seeks to discover how a potentially competing relationship between English and Chinese might be manifested in the context of China. Focused on the praxis of Chinese HSS academics writing for scholarly publication, in-depth semi-structured interviews were conducted with 20 academics across a range of HSS disciplines at an elite research-based university in China. The study sought to find out, firstly, how and to what extent English is used among these participants, and, secondly, what their attitudes are towards the official policy of encouraging more international publication (in English). The findings, based on this limited sample, suggest that Chinese will most likely retain its dominant position as the language of research and publication for Chinese HSS scholars, but that international publication in English will nevertheless increase. The paper concludes by suggesting that, to facilitate visibility of peripheral scholarship on the part of scholars such as the participants in this study, efforts can be made from both the periphery and the center. (Contains 1 table.)

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. [ABSTRACT FROM AUTHOR]