Neoliberal Ideologies in a Chinese University's Requirements and Rewards Schemes for Doctoral Publication

Autor/in	Lei, Jun
Titel	Neoliberal Ideologies in a Chinese University's Requirements and Rewards Schemes for Doctoral Publication
Quelle	In: Studies in Continuing Education, 43 (2021) 1, S.68-85 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lei, Jun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-037X
DOI	10.1080/0158037X.2019.1672638
Schlagwörter	Neoliberalism; Doctoral Programs; Doctoral Students; School Policy; Universities; Supervisors; Longitudinal Studies; Student Attitudes; Student Motivation; Publications; Rewards; Learning Experience; Professional Autonomy; Writing for Publication; Audits (Verification); Organizational Culture; Nursing Education; Publish or Perish Issue; Foreign Countries; China + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Doktorandenprogramm; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Schulpolitik; University; Universität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerverhalten; Schulische Motivation; Reward; Belohnung; Lernerfahrung; Berufsfreiheit; Unternehmenskultur; Pflegepädagogik; Ausland
Abstract	Although scholarly publishing is increasingly institutionalised as a graduation requirement or expectation for doctoral students around the world, there has been little systematic investigation of institutional policies on doctoral publication. This study aims to fill this lacuna by critically examining a Chinese university's publication requirements and rewards schemes for its doctoral students, and supervisor and doctoral student perspectives on them. The primary sources of data included institutional documents and interview data collected as part of a longitudinal multiple-case study of doctoral publication at a top Chinese university. Drawing on neoliberalism as a conceptual lens, the study reveals that, while the institutional requirements and rewards schemes are characterised by market rationalities and privilege managerial over professional values and practices, the supervisor and the doctoral students prioritise internal motivations (e.g. learning, contributing knowledge to the local community) over external material and symbolic rewards for publishing. These findings suggest that such publication requirements and rewards schemes may have unintended distorting effects on doctoral students' scholarly publishing practices, learning experiences, and professional autonomy, and should be closely scrutinised. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01