Kun Dai – författare

This book explores the world of international doctoral students in the Chinese higher education system. It delves into their motivations, research experiences, and how they navigate the transitions across borders between their research, personal, and social worlds while pursuing their research in China.The stories, presented in both patterned categories and individual reflexive narratives, illustrate how these students navigate themselves as doctoral researchers in the Chinese context. The stories highlight the opportunities and challenges these international students encounter in their doctoral research in China. While some students progressively become competent, confident, and positive researchers as they smoothly adjust, others struggle with difficult transitions and face challenges in their relationships with Chinese supervisors, peers, and the academic field. Through analyzing international doctoral students' lived experiences and the relevant policies, the authors offer insight into China's position and characteristics in the context of global doctoral education. This book will be of special interest to academics, researchers, student counsellors, university administrators, and policymakers, both in the east and the west. It should also be of interest to international students who are currently pursuing or planning to commence doctoral studies in China.

This book explores the world of international doctoral students in the Chinese higher education system. It delves into their motivations, research experiences, and how they navigate the transitions across borders between their research, personal, and social worlds while pursuing their research in China.The stories, presented in both patterned categories and individual reflexive narratives, illustrate how these students navigate themselves as doctoral researchers in the Chinese context. The stories highlight the opportunities and challenges these international students encounter in their doctoral research in China. While some students progressively become competent, confident, and positive researchers as they smoothly adjust, others struggle with difficult transitions and face challenges in their relationships with Chinese supervisors, peers, and the academic field. Through analyzing international doctoral students' lived experiences and the relevant policies, the authors offer insight into China's position and characteristics in the context of global doctoral education. This book will be of special interest to academics, researchers, student counsellors, university administrators, and policymakers, both in the east and the west. It should also be of interest to international students who are currently pursuing or planning to commence doctoral studies in China.

This book presents a mixed-methods study that explores the development of intercultural competence among local Chinese students in Chinese universities, using Deardorff’s process model of intercultural competence as a theoretical framework.In the global higher education context, “internationalization at home” is significant in (re)shaping educational practices, especially under the influence of the COVID-19 pandemic. Chinese higher education is also actively engaged in domestic internationalization. Specifically, this book explores the factors that influence Chinese students’ development of intercultural competence and their understanding of it in the context of internationalization at local Chinese universities. The findings suggest that many universities in China are trying to improve domestic students’ intercultural competence through various strategies, such as foreign language learning, extracurricular intercultural communication activities, and international cooperation programs. Notably, the effects are diverse. Based on these findings, this book also discusses the potential theoretical, practical, and policy implications.This book will be an excellent resource for students and scholars in comparative and international education, student development, cultural studies, Chinese studies, and those interested in Chinese higher education.Chapter 8 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

This book presents a mixed-methods study that explores the development of intercultural competence among local Chinese students in Chinese universities, using Deardorff’s process model of intercultural competence as a theoretical framework.In the global higher education context, “internationalization at home” is significant in (re)shaping educational practices, especially under the influence of the COVID-19 pandemic. Chinese higher education is also actively engaged in domestic internationalization. Specifically, this book explores the factors that influence Chinese students’ development of intercultural competence and their understanding of it in the context of internationalization at local Chinese universities. The findings suggest that many universities in China are trying to improve domestic students’ intercultural competence through various strategies, such as foreign language learning, extracurricular intercultural communication activities, and international cooperation programs. Notably, the effects are diverse. Based on these findings, this book also discusses the potential theoretical, practical, and policy implications.This book will be an excellent resource for students and scholars in comparative and international education, student development, cultural studies, Chinese studies, and those interested in Chinese higher education.Chapter 8 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

Since the implementation of the Open Door Policy, studying abroad, or Chinese Liuxue, has undergone significant transitions. This book reveals how Chinese students prepare for Western universities through international schooling. It explores their motivations and strategies within China’s evolving educational landscape.Using surveys, interviews, field observations, and policy analysis, the authors uncover how families navigate the tension between meritocracy and global higher education. Through an innovative approach to analyzing students’ pre-mobility experiences, the authors trace students’ pathways through international schools and agencies, showing how these institutions bridge the Chinese and Western educational systems. Key insights include the ‘field-habitus match’ concept, which explains successful and complex transitions, and how international education adapts to local values.This book is an essential resource for educators, international school administrators, policymakers, and scholars of the sociology of education, transnational studies, and Asian education. It is also useful for librarians and professionals in global student services.

This book surveys and critiques existing empirical and theoretical literature on the Bourdieu-informed concept of transnational habitus. Focusing on the potential of transnational habitus as an analytical tool, the authors propose a model of transnational habitus to identify integral key factors for the operationalisation in research.

This book surveys and critiques existing empirical and theoretical literature on the Bourdieu-informed concept of transnational habitus. Focusing on the potential of transnational habitus as an analytical tool, the authors propose a model of transnational habitus to identify integral key factors for the operationalisation in research.

This book offers an account of Chinese students' intercultural learning experiences in China-Australia articulation programmes. While these students learn in programmes that Chinese and Australian partner universities collaboratively operate, differences in educational practices still make them encounter barriers. To deal with cross-system differences, some students indicate a positive sense of agency. However, some of them feel disempowered. Notably, many students develop a sense of in-betweenness through learning in such programmes. Based on the investigation, Kun Dai argues that intercultural learning and adjustment in the transnational higher education context may become more complex than other forms of international education.