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While socialization has become a major lens of research in doctoral education, this paper advances the theoretical foundation of the socialization process in doctoral education by using the institutional logics theory. Specifically, it proposes an analytical framework for understanding the socialization of doctoral students, where it is seen as a process of reconciling different or even competing institutional logics that drive students' development in doctoral education. The framework has been applied in an empirical study of ten doctoral students in Finland who were funded by the China Scholarship Council (CSC). While proving the usefulness of the analytical framework, the study shows that CSC doctoral students mainly face the competing logics of profession and corporation during socialization. Influenced by a strong profession logic, the Chinese students have transformed themselves into novice professionals and knowledge producers. Corporation logic competed with profession logic in the management of doctoral students and has resulted in a lack of teaching experiences in doctoral training and a weak recognition of professional identity in the students' host universities. The influence of family logic, inherited from CSC doctoral students' cultural backgrounds, has been decoupled in the socialization process and has led to a strong sense of loss in handling the supervisory relationship between supervisors and students. Based on the findings of this study, the author provides several recommendations for host universities, supervisors, doctoral students, the CSC, and the Chinese Embassy in Finland to enable them to work together and help CSC doctoral students tackle the aforementioned challenges.

Background: Bacillus cereus is a common bacterium found in the environment. Some strains can cause food poisoning, and very few can cause clinically severe infections, leading to death. Here, we characterized the genome sequence of B. cereus LIN78 isolated from teeth with deep caries and compared it with those of 25 other related species. Methods: Third-generation sequencing technology, bacteriological analyses, biochemistry, and mass spectrometry were applied to characterize the drug-resistance genes and virulence factors of B. cereus LIN78. Results: The complete genome sequence of B. cereus Lin78 consists of 5647 genes distributed on a circular chromosome, a 393 kbp plasmid, and 928 pseudogenes (37.4% of whole-genome DNA). The LIN78 genome contains 14 sets of 16s, 23s, and 5s ribosomal RNA operons; 106 tRNA genes, one tmRNA, 12 genomic islands, six prophases, 64 repeats; 37 antibiotic-resistant genes; and 1119 putative virulence genes, including enterotoxins and cytolysins. The B. cereus LIN78 genome carries multiple copies of non-ribosomal polypeptide synthetase (NRPS) and post-translationally modified peptides (RiPPs). Phylogenetic analysis of the 26 B. cereus strains showed that B. cereus LIN78 is evolutionarily closely related to B. thuringiensis ATCC 10792 and B. cereus ATCC 14579. Conclusion: The newly isolated B. cereus carries many virulence genes, including enterotoxins and hemolysins, similar to B. anthracis, and multiple antibiotic resistance genes. These findings suggest that the strain has a potential risk of causing disease. Our studies are vital for further exploration of the evolution of B. cereus, its pathogenic mechanisms, and the control and treatment of bacterial infections. [ABSTRACT FROM AUTHOR]

As Chinese doctoral education has grown dramatically in the past four decades and developed into one of the largest doctoral education systems in the world, it has become one significant and integral part of the global doctoral education landscape. However, in the literature, there is a lack of both a comprehensive understanding of the Chinese doctoral education system and of generic frameworks for understanding doctoral education in a global context, with an emphasis on the underlying value systems. This may not only hamper the research on doctoral education in China but also affect international comparison and collaboration with Chinese doctoral education. Using the theory of institutional logics, this study tries to bridge the gap by identifying the complex value systems underlying the context of the Chinese doctoral education system, through a qualitative study mainly based on interview data and complemented by documentary data. The interview involves 135 participants, including 45 university academic leaders, 33 doctoral supervisors and 56 doctoral students from 17 research universities, as well as one government policy-maker. We found that the context of Chinese doctoral education system consists of multiple logics of state, profession, family, market and corporation. The special constellation of institutional logics has shaped the current Chinese doctoral education system as a state-led model but meanwhile incorporating family characteristics, market orientation and regulated academic autonomy. The study also showed that Chinese doctoral education has been developing in line with international academic norms and global marketization trends, and has also been shaped by China's socio-cultural tradition and the strong state regulation. In addition to the institutional logics analysis of the Chinese doctoral education system, this study paves the way for developing a novel framework for analysing doctoral education systems in other contexts and for comparative purposes.

Whilst China has become home to the second largest doctoral education system in the world, with over 20% of its doctoral graduates taking up postdoctoral researcher positions inside and outside of China, a lack of information regarding the expectations of these doctoral graduates in pursuing postdocs has resulted in a failure to meet their expectations, leading to insufficient institutional support for their career development. In order to improve this situation and provide more tailored institutional support for Chinese postdocs, we conducted interviews with 30 doctoral graduates from elite Chinese universities from February 2020 to December 2021 to understand their expectations for and experiences of postdocs. The data identified four expected‐to‐accumulated capitals during postdoc experiences: personal scientific capital, discipline‐related social capital, institution‐related social capital and family‐related social capital. Among these, the primary consideration for engaging in postdocs is to enhance personal scientific capital in both qualitative and quantitative aspects. Chinese doctoral graduates who choose domestic postdocs have higher expectations for increasing institution‐based social capital, while those who go abroad expect to develop discipline‐related social capital within the international academic community. Understanding these expectations will be instrumental in developing optimal approaches to providing institutional support for the career development of Chinese postdocs. [ABSTRACT FROM AUTHOR]

This paper intends to construct an analytical framework for understanding quality assurance in international joint programmes and to test it in a case analysis of a European--Chinese joint doctoral degree programme. The development of a quality assurance system for an international joint programme is understood as an institutionalization process of an organizational innovation, and the institutionalization process is also interpreted as a process of reconciling different institutional logics in the institutional changes. Based on these understandings, in the paper we construct an analytical framework by combining insights on conceptions of quality, the institutional logics perspective, and organizational innovation studies. The framework constructed aims mainly to tackle two issues: first, changes in multiple institutional logics underlying the quality assurance system, and second, factors facilitating/impeding the logics changes in the institutionalization process. In the empirical analysis, we take an international joint doctoral programme between a Chinese university and a Portuguese university as an example to analyse the initiation and implementation of a quality assurance system in the programme. While developing a system accommodating the traditions and needs of both sides is not an easy task, we found that several factors, namely profitability, compatibility and the agency of institutional entrepreneurs, may facilitate the process.

The importance of gender equality in academic leadership has been widely recognised, yet this issue has been underexplored outside the Anglo‐Saxon countries. In this systematic review, we analysed 62 academic articles on women's academic leadership in Bangladesh (15), China (17) and Finland (30), published between 2000 and 2021. Our study revealed that research on gender‐related academic leadership is still underdeveloped across the three countries, particularly in Bangladesh. Most studies have focussed on the barriers that hinder women from attaining academic leaders' roles. Our review results highlight the role of societal and cultural factors that contribute to the differences in the levels of gender equality in university leadership across the three countries. However, the men‐dominated structure and culture in higher education pose the major obstacle for women in reaching leaders' positions in all three countries. [ABSTRACT FROM AUTHOR]

Recently, China launched policies to further internationalize Chinese universities, including the "First-Class Universities and First-Class Disciplines Project" (Double First-Class Project), which highlights the importance of increasing transnational research collaboration activities. However, little is known about the actual impacts of these national initiatives on universities' transnational research collaboration activities. Research on the impact of the involvement of transnational research collaboration on universities' innovation performance is lacking. The purpose of this study was (1) to further understand the link between the involvement of transnational research collaboration and the innovation performance of universities and (2) to examine the relation between the "Double First-Class Project" and transnational research collaboration in Chinese universities. Through collecting and analyzing 576 panel data (a combination of cross-sectional series data and time series data) on the involvement of transnational research collaboration and the innovation performance of 64 universities from 2009 to 2019, the study manifested a positive correlation between the involvement of transnational research collaboration and the innovation performance of universities. The study further indicated the national key university initiative had a direct positive impact. More meso-level studies and a more open international mindset from policymakers to maintain the sustainable development of research and innovation globally are needed. [ABSTRACT FROM AUTHOR]

Myelodysplastic syndrome (MDS) is a neoplastic heterogeneous and pre-leukemic disease with poor clinical outcome due to the failure of current chemotherapeutic strategies to target leukemic stem cells. Recently, we find that p21-activated kinase 5 (PAK5) overexpresses in MDS patients and leukemia cell lines. The clinical and prognostic value of PAK5 in MDS is unclear although it has anti-apoptosis ability and can promote cell survival and mobility in solid tumors. In this study, we find that LMO2 is co-expressed with PAK5 in the aberrant cells from MDS, and mitochondria-localized PAK5 can translocate into cell nucleus upon fetal bovine serum stimulation to interact with LMO2 and GATA1, which are important transcription regulators in hematological malignancies. Interestingly, without LMO2, PAK5 fails to bind GATA1 and facilitate GATA1 Ser161 site phosphorylation, indicating that PAK5 may be a key kinase in LMO2-associated hematopoietic diseases. Moreover, we find that PAK5 protein level in MDS is significantly higher than leukemia, and the data of 2095 leukemia samples from 'BloodSpot' database shows that PAK5 mRNA level in MDS is also increased obviously. Taken together, our findings suggest that PAK5-targeted strategies in clinical therapy have a potential value on MDS intervention.