What Chinese PhDs Gained from Abroad: An Empirical Study Based on the Survey of CSC Program Shen Wenqin，Chen Hongjie November, 2014 Shanghai Policy Contexts for international Joint training in doctoral education • Global DFG International Research Training Groups (German, since 1997) Ciência sem Fronteiras（Science Without Borders）, Brazil,Since 2011, 34390 scholarships to doctoral students for one year learning experience abroad • National: CSC Program 1.Enhancing the quality of doctoral training 2. Internationalization 3.intenational cooperation in research linked with doctoral education Some basic facts about CSC program • Set up in 2007 • About 40,000 doctoral students abroad, about 18000 for Ph.D degrees, 22000 joint training doctoral students • about 16,000 of them have returned to China, among whom 2,051 are degree students, and 14,717 receive joint training. CSC doctoral students in European Countries CSC doctoral students in USA (blue=degree students; yellow=joint training students) Some policy concerns about joint training • Will they get high quality supervision from their foreign supervisors? (the informal status of joint training doctoral students, not official recognized supervisors) • Will one year abroad impede the progress of doctoral thesis? • Will joint training doctoral students spend lots of time in traveling, social networking, rather than academic engagement (taking courses, doing research, etc)? • Will joint training experience improve their international understanding ? Benefits of learning abroad for joint training doctoral students: a framework • Individual benefits: economic benefits, social network, career development, etc. • Academic and professional development: dissertation research, research skills, research network and international cooperation, academic engagement, international publications, etcs. • International and mutual understanding References: Jeanne E. Gullahorn &John T. GullahornSource . American Students Abroad: Professional versus Personal Development. Annals of the American Academy of Political and Social Science, Vol. 368, AmericansAbroad (Nov., 1966), pp. 43-59 How to measure Academic and professional development • The quality of mentoring received from foreign supervisors • Academic engagement: taking courses, working in research lab, Participating in host mentor's projects,etc. • Internationalization: international conferences, global research network, publications in international journals, etc. Our survey • online questionnaires to 16,000 doctoral students, 5506 valid questionnaires received • interviews of 150 doctoral students, home mentors and officers in 16 universities Academic Status of Foreign Mentors (N-5019) Current or former research leader of academic societies of their country Current or former research leader of international academic societies Chief editor or deputy chief editor of top journals Research leader in their own school, department and discipline Chair professor 1801 35.9% 1695 33.8% 949 18.9% 2998 59.7% 1133 22.6% Member of national academy 295 5.9% Recognized international award winner 792 15.8% guidance offered by Foreign Mentors in the Dissertation Research Topic selection Methodology and technology Way of thinking and theoretical perspectives Research facility, material and conditions Dissertation writing norms Introduction to academic peers Very much 38.1 Much 34.2 A little 23.5 little 4.2 47.9 40.6 10.2 1.2 57.6 37.3 4.6 0.6 46.2 38.6 13.8 1.5 43.5 36 17.8 2.7 33.9 43.2 20.2 2.7 High quality supervision • "I was deeply impressed with the host mentor's rigorous academic attitude. In the first few discussions with him, I was amazed at his thorough deduction for some basic points. He acted as an example of how to address scientific problems with reason." But, some negative experiences with supervisors • “"Shortly after I went to the host institution, the mentor is demand that he should be the corresponding author in the paper that I have almost finished in China, which is totally unacceptable. As a result of this, he has been not friendly with me since then and unpleasant things occurred frequently in my life and study." (interview C7) Academic engagement (1) Academic activities on which jointly trained students spend most time Humanities and social sciences Percentage Percentage 44.6% Natural sciences, engineering, agricultural studies and medicine 438 Taking selective courses or reading Self-study 398 316 35.4% 880 27.8% Working in labs or offices Understanding and getting involved in local life and culture Participating in host mentor's project Attending lectures and conferences Total 62 6.9% 1199 37.8% 21 2.4% 19 0.6% 64 7.2% 609 19.2% 32 3.6% 25 0.8% 893 100% 3170 100% 13.8% Academic engagement (2) Top 3 activities on which jointly trained students spend most time Humanities and social sciences (N=892) Percentage Natural sciences, engineering, agricultural studies and medicine (N=3170) Percentage Taking selective courses or reading Self-study 793 88.9% 1398 44.10% 656 73.54% 1938 61.14% Working in labs or offices Understanding and getting involved in local life and culture Participating in host mentor's project Attending lectures and conferences 171 19.17% 2285 72.08% 308 34.52% 750 23.66% 226 25.34% 1863 58.77% 523 58.63% 1274 40.19% Academic engagement and dissertation research Activities' Contribution to Students' Dissertation (%) (N=4167) Taking and auditing courses Reading professional literatures Participating in host mentor's project Attending the research group's meeting Very much Much A little Little 34.6 38 24.1 3.2 72.9 25.1 1.7 0.3 55.2 31.8 10.7 2.3 62.1 31.9 5.4 0.7 Internationalization International Conferences Attended by Jointly Trained Students and Papers Published in the Proceedings Humanities and social sciences Percentage Natural sciences, engineering, agricultural studies and medicine Percentage total percentage 0 492 55.7% 1222 38.8% 42.5% 1 225 25.5% 703 22.3% 23% 2 97 11% 506 16.1% 15% 3 41 4.6% 314 10% 8.8% 4 13 1.5% 139 4.4% 3.8% 5 14 1.6% 97 3.1% 2.8% More than 5 2 0.1% 166 5.3% 4.1% Sum 884 100% 3147 100% 100% International Understanding and Knowledge about the Host Countries • • • stereotypes of western countries may break down Other countries as a mirror of our own. Not a whole but a partial picture/ understanding of the host countries conclusion • • • • • • Most of foreign supervisors have given the students high quality guidance Some host supervisors treat the students as free labors Different forms of Academic engagements in host countries are helpful for dissertation research Disciplinary differences in academic engagements Good for international understanding and as a mirror of China A higher level of internationalization than non-CSC program doctoral students Limitation of this survey • Long-term effects can’t be measured now • Difficulty to compare csc-program students and non-csc program students Thank you • [email protected] References Thomas Ekman Jorgensen. Cooperation on Doctoral Education between Africa, Asia, Latin America and Europe. European University Association. 2012 Jeanne E. Gullahorn &John T. GullahornSource . American Students Abroad: Professional versus Personal Development. Annals of the American Academy of Political and Social Science, Vol. 368, AmericansAbroad (Nov., 1966), pp. 43-59 Chen Xuefei. Costs and returns a study on the efficiency of government-sponsored overseas education since 1978.[In Chinese].Beijing: Educational science press,2003. Chen Xuefei & Chen Changgui. The Benefits and policy orientation of Overseas students to serve the country.[In Chinese] The Journal of Higher education.2003(3):41-46. Zweig, David,Chen Changgui,Stanley Rosen(2004).Globalization and Transnational Human Capital: Overseas and Returnee Scholars to China.China Quarterly,179,735757