Kun Dai
Dados Biográficos
| ID | 95933 |
|---|---|
| NOME | Kun Dai |
| PRENOMES | Kun |
| SOBRENOME | Dai |
| ASSINATURA | DAI K |
| AFILIAÇÕES | Chinese University of Hong Kong |
| ORCID | 0000-0001-6947-7710 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 60 |
| TOTAL DE CITAÇÕES | 82 |
| TOTAL COMO AUTOR | 60 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2018 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 5 |
Alternative Paths to a PhD? Factors Influencing Chinese Degree-seekers to Choose Southeast Asian Developing Countries as Learning Destination
Current literature has extensively examined factors influencing international students from developing regions to pursue doctoral education in developed regions. Researching factors influencing Chinese doctoral students (CDS) to study abroad is significant, given the status of this group as one of the key cohorts in international student mobility. However, few studies have explored the factors influencing CDS to study in non-traditional destinati…
Regional imaginary meets individual reflexivity
How to exercise agency in the ‘third space’? Exploring Chinese mainland students’ experiences at a Hong Kong institution’s branch campus
As a transnational higher education model, international branch campus (IBC) embodies a blend of global influence and local characteristics. It can also reproduce Western-centric assumptions about knowledge, culture, and credential value under certain institutional and discursive conditions. The hybrid and tension-filled nature of IBC offers students a complex educational experience that requires them to exercise agency in navigating their learni…
Heading the road less travelled
The global pattern of international student mobility is increasingly diverse and complex. Existing studies predominantly focus on student flows from less-developed to more-developed countries, primarily in Western countries or emerging educational hubs like China. However, the reverse student mobility from these established regions to relatively more peripheral destinations, particularly Africa, remains underexplored. To fill this gap, we intervi…
Navigating organizational identity in transnational higher education
International branch campuses (IBCs) have emerged as a significant means of advancing transnational higher education. While existing studies have examined various aspects of IBCs' organizational identity, few have investigated the power dynamics inherent within that identity. This qualitative study focuses on the perspectives of institution members – including managers, academics, and students – regarding the organizational identity of a Hong Kon…
Pursuing a Doctoral Degree in Southeast Asian Developing Countries
International student mobility (ISM) flows have historically involved students moving from developing regions to developed countries. However, recently, there has been a shift, with more Chinese students pursuing doctoral studies in several Southeast Asian developing countries, including Malaysia, the Philippines and Thailand. Their decision‐making processes remain under‐researched. This study addresses this gap by contextualising the decision‐ma…
Shifting roles and unsettled selves? An exploration of Chinese academics’ experiences of intercultural doctoral supervision in China
Surviving publication pressure collaboratively? Peer co-authorship habitus and capital formation among Chinese doctoral students in humanities and social sciences
Despite growing research interest in humanities and social sciences (HSS) doctoral students’ publishing practices, little is known about how they navigate peer co-authorship practices in the context of Chinese competitive academic field. Grounded in Bourdieu’s thinking tools, this exploratory qualitative study draws on interviews with 29 HSS doctoral students to explore how peer co-authorship serves as a strategy for different types of capital ac…
Reframing intercultural supervision
Despite a noticeable increase of Mainland Chinese students choosing Hong Kong as their destination for doctoral study, few studies have explored their experiences with intercultural supervision in Hong Kong’s hybridized higher education context. This exploratory qualitative study, drawing on Gill’s (2007) intercultural adaptation framework and Dai’s (2022) conceptualization of in-betweenness, investigated the intercultural supervision experiences…
What organizational supports matter in scholar development? An investigation of early career academics’ experiences in China
Resilience and Symbolic Violence
Transnational Higher Education (TNHE) is increasingly recognized as a valuable pathway for students to engage with different higher education systems. However, there is limited understanding of how students agentically and strategically engage with the TNHE field. It is crucial to examine how cultural and structural factors within TNHE shape students’ experiences across different educational systems. Employing Bourdieu's concepts of field, habitu…
Caught ‘in-between’
An increasing number of international students pursue doctoral studies in China, a non-traditional learning destination compared with English-dominated Western countries. Despite considerable research on the challenges doctoral students face when writing theses in English in Western countries, relatively few studies have explored comparable issues in China. Drawing upon Bourdieu’s thinking tools of field, habitus, and capital and the notion of in…
PhD journey in an academic ‘semi-periphery’
Research has explored international doctoral students’ learning and research experiences from the Global South to the North. However, few studies have investigated the reversed mobility from the North to the South. To fill this gap, this reflexive narrative study offers a Japanese doctoral student’s learning journey in China by drawing upon the notion of ‘in-between space’ and the argument on China’s ‘semi-periphery’ positionality in internationa…
Mapping the terrain of global research trajectory of international doctoral students
Significant changes in global doctoral education have occurred in recent decades. Many countries have adopted strategies to intensify and expand their doctoral education. Meanwhile, the number of doctoral students globally has increased, with a notable surge in the enrollment of international doctoral students (IDS). Previous studies have investigated IDS-related issues such as students’ motivations, learning experiences, and post-graduate develo…
‘I want to stay but … ’ Exploring the complex desires of international doctoral students’ post-graduation mobility in China
International student post-graduation mobility has been widely studied, particularly from developing to developed countries. However, little research has explored this phenomenon in non-traditional destinations like China, now an emerging educational hub for international students. Drawing on Deleuze and Guattari’s concept of desire and Lingard’s notion of global-national-local imbrications, this qualitative study explored how international docto…
Forms of agency enacted by international Ph.D. holders in Australia and Ph.D. returnees in China to negotiate employability
The notion of agency has been widely used in various disciplines but is relatively new in the field of employability of international graduates and returnees. This discussion paper addresses this gap by unpacking the determinants that influence the enactment of agency of international Ph.D. graduates in Australia and Ph.D. returnees in China. In essence, the key determinants in Australia include permanent residency, high expectations and discrimi…
Educational equity in China
This paper focuses on educational equity in China using the experience of school choice reform in Shanghai. The education authority in Shanghai has launched a host of policy measures to address “school choice fever” (zexiao re) where parents compete to enrol their children in a top-performing school. The policy initiative has been enacted through three strategies that collectively seek to make admission into elite public and minban (people-manage…
Influencing Factors on Scholars' Perceptions of Organisational Support in Chinese Higher Education
Supporting scholars is crucial for promoting academic development in higher education institutions (HEIs). While organisational support for academic careers has been widely researched in various contexts, little attention has been paid to factors influencing Chinese scholars' perspectives on such support, which could significantly impact their professional attitudes and performance. This qualitative study explores factors influencing scholars' pe…
Fostering cultural affinity through higher education? An ecological analysis of international students’ experiences under the “Belt and Road Initiative” in China
China’s Belt and Road Initiative (BRI) has catalysed a significant increase in international student enrolment in Chinese universities, accompanied by systematic efforts to cultivate these students’ cultural affinity for China. However, limited research examines the integrative system where different-level policy actors systematically cultivate students’ cultural affinity and students’ responses to the system. This study employed Bronfenbrenner’s…
Construction and Validation of a PCA-Based Prediction Model for Preterm Infant Stunting Risk
The stunting risk prediction model constructed in this study shows good predictive ability, which can help clinicians assess the risk of stunting in preterm infants and support the development of early intervention strategies
Portraying a growing field of study
A Bourdieusian exploration of international students’ WeChatting experiences in China
Digital media is increasingly incorporated into international students’ learning journeys. However, few studies have explored international students’ use of WeChat in their learning journeys in China. Using Bourdieu’s thinking tools, this qualitative study explores 45 international students’ experiences of using WeChat in their everyday learning practices. Findings show that participants’ initial learning stage saw the emerging habitus of WeChatt…
Pursuing intra-country cross-border higher education
Fish in simulated water’? A Bourdieusian analysis of Chinese doctoral students' learning experiences in Southeast Asian developing countries
International student mobility (ISM) has historically followed a pattern of movement from developing regions to developed countries. However, in recent years, there has been a noticeable increase in the number of Chinese students pursuing doctoral studies in Southeast Asian developing countries, an area that has received relatively little research attention. To address this gap, this qualitative exploratory study conducted semi‐structured intervi…
Between racialized and racializing
Research on racism towards international students has predominantly focused on the dichotomy between whites and “Others” (e.g., Black or Asian) in Western contexts. However, relatively few studies have examined these racial dynamics in non-Western settings, despite the growing complexity and diversity of international student mobility, particularly within the Global South. To address this gap, this qualitative study investigates the experiences o…
Enjoyable, anxious, or bored? Investigating Chinese EFL learners’ classroom emotions and their engagement in technology-based EMI classrooms
Mobile Chinese students navigating between fields
Transnational articulation programmes are one way China is attempting to advance its higher education (HE) system. We report a study of twelve Chinese students’ experiences in two China-Australia 2 + 2 articulation programmes. In our analysis of semi-structured interviews, we use Bourdieu’s concepts of field and habitus to understand the impact on the habitus of the students. We report the experiences of the Chinese students in the HE sub-field i…
Learning between two systems
This article illustrates the author’s transnational learning experiences in a China-Australia 2 + 2 articulation programme. Transnational articulation programme is being actively adopted by many Chinese universities to enhance the diversity of educational structures as a response to the growing trend of internationalisation of higher education. Although many existing studies have investigated the topic of transnational education, few have reveale…
Foreign-born Chinese students learning in China
A Fish in Many Waters? Addressing Transnational Habitus and the Reworking of Bourdieu in Global Contexts
This article explores the operationalization of transnational habitus by scholars to understand how individuals experience mobilities across borders. Our scoping study of 21 scholarly publications focuses on the various ways in which transnational habitus is defined as well as the different approaches to theorizing a transnational habitus. In critically mapping the relatively short history of transnational habitus, we are interested in what about…
Investigating the interplay of Chinese EFL teachers’ proactive personality, flow, and work engagement
Recently, researchers have focused on various factors influencing work engagement, particularly in the EFL context. In this vein, this study was carried out to investigate the relationship among proactive personality, flow, and work engagement in China. In so doing, three instruments including Proactive Personality Scale, Work-Related Flow Inventory (WOLF), and Work and Well-Being Survey (UWES) were used. Employing a convenience sampling method, …
Language for learning? International students’ doctoral writing practices in China
A growing number of international doctoral students choose to study in China, a non-traditional learning destination. However, relatively few studies have investigated these students’ academic writing practices while undertaking their studies in China. This study draws upon Bourdieu’s concepts of field, habitus, and capital, and the notion of global-national-local imbrications, to explore 20 international doctoral students’ language-engagement ex…
Transnational Higher Education in China
Pursuing doctoral research in an emerging knowledge hub
International doctoral students are an influential group in knowledge creation and cross-national engagement. Existing studies have mainly focused on this cohort’s learning and research experiences in developed countries. However, relatively few studies have explored these students’ experiences in non-traditional learning destinations. Drawing upon Bourdieu’s concepts of field, capital and habitus, and the notion of global-national-local imbricat…
Equity and opacity in enacting Chinese higher education policy
Drawing upon notions of a global higher education policy field and recently theorised conceptions of ‘global-local’ imbrications in social space, this article explores the complex tensions that characterise the enactment of internationalisation policies in Chinese higher education (HE) and their contrasting effects upon domestic and international students. Ten domestic Chinese and ten international students attending an elite university in China …
Mapping the historical development and landscape of research about transnational higher education
Contextual Factors Influencing Chinese Early Study Abroad Students' Acculturation Experiences in Canada
In order to explore the contextual factors that may influence Chinese early study abroad students' acculturation experiences in Canada, we conducted in-depth interviews with 20 Chinese early study abroad students and 6 Chinese parents. Using Oppedal and Toppelberg's acculturation development model as the analytical framework, we identify six microsystem factors (parents, host family, custodian, overseas-study service agent, friends, and church), …
Between racialized and racializing
Research on racism towards international students has predominantly focused on the dichotomy between whites and “Others” (e.g., Black or Asian) in Western contexts. However, relatively few studies have examined these racial dynamics in non-Western settings, despite the growing complexity and diversity of international student mobility, particularly within the Global South. To address this gap, this qualitative study investigates the experiences o…
Global expectations but local realities? Understanding mainland Chinese students’ identity formation in Hong Kong institutions’ branch campuses in the Greater Bay Area
Intercultural capital and ambiguous loss in in-between space
This study presents a digital ethnography of the Anglo-Chinese academic family community (ASAFC) amid China's transformation into the post-pandemic era. The ASAFC members are men from Anglophone countries married to Chinese women. Thus, two American male authors and one Chinese male author observed WeChat group texts shared by 64 individuals from Anglophone countries between 16 November 2022, and 31 January 2023, and in turn, triangulated their f…
Learning between two systems
This article illustrates the author’s transnational learning experiences in a China-Australia 2 + 2 articulation programme. Transnational articulation programme is being actively adopted by many Chinese universities to enhance the diversity of educational structures as a response to the growing trend of internationalisation of higher education. Although many existing studies have investigated the topic of transnational education, few have reveale…
Mobile Chinese students navigating between fields
Transnational articulation programmes are one way China is attempting to advance its higher education (HE) system. We report a study of twelve Chinese students’ experiences in two China-Australia 2 + 2 articulation programmes. In our analysis of semi-structured interviews, we use Bourdieu’s concepts of field and habitus to understand the impact on the habitus of the students. We report the experiences of the Chinese students in the HE sub-field i…
Crossing the ‘bridges’ and navigating the ‘learning gaps’
Chinese universities are actively pursuing cross-border collaborations in the form of transnational higher education programmes. Our study captures the experiences of Chinese students to illuminate how they navigate their learning journeys in a China-Australia articulation programme. To communicate the complexity of learning in modern transnational higher education programmes, we employed activity theory as the theoretical framework to explore cr…
Chinese students' assessment and learning experiences in a transnational higher education programme
Chinese universities are increasingly entering into transnational higher education partnerships with institutions in primarily English-speaking countries. With this increase in programmes, there is a growing body of research investigating both policy and practice. Our study contributes insight into how students in a China–Australia programme experienced assessment drawing on theorisations of sustainable assessment. We present findings from interv…
Why Chinese students choose to pursue secondary education in Canada
The micro-politics of cultural change
Considerable research has investigated Chinese students’ intercultural insights in different national contexts, where culture is understood as coterminous with nationality/regionality. However, few have explored the more micro-political aspects of Chinese doctoral students’ narrative experiences in national settings, within a more cultural framework. This article seeks to take such an approach through a reflexive narrative account of the first au…
Foreign-born Chinese students learning in China
From Digital Shock to Miniaturised Mobility
As Asia's largest host country of international students, China's digitial placemaking is impacting on international students’ experience whilst studying and living in the country. This rqualitative study addresses the issue of international students’ transition to the digital environment in China. It draws on the theoretical perspectives of international students’ digital journeys and miniaturised mobilities to inform thematic analysis of artefa…
Contextual Factors Influencing Chinese Early Study Abroad Students' Acculturation Experiences in Canada
In order to explore the contextual factors that may influence Chinese early study abroad students' acculturation experiences in Canada, we conducted in-depth interviews with 20 Chinese early study abroad students and 6 Chinese parents. Using Oppedal and Toppelberg's acculturation development model as the analytical framework, we identify six microsystem factors (parents, host family, custodian, overseas-study service agent, friends, and church), …
In-between worlds
Conducting doctoral research in China
With the growing trend of globalisation and the internationalisation of higher education, China actively recruits more international students to study at Chinese universities. Notably, international doctoral students are a significant cohort in this trend. Although many studies have investigated international students’ learning experiences in China, few have explored their motivations to pursue doctoral degrees in China. To fill this gap, through…
‘Students as partners rather than followers but … ’
Students as partners (SaP) is gaining attention in higher education (HE) as universities worldwide rethink pedagogical practices through a relationship-rich lens. Many studies have examined partnership practices, conceptions of learner-teacher partnerships and its application in various (mainly anglophone) contexts. However, relatively few studies have explored SaP issues in non-anglophone contexts (e.g., China). In this study, we interviewed 20 …
‘ Shi men ’ as key doctoral practice
Research has been widely conducted to understand international student mobility, particularly from Global South to North. However, there is little attention paid to international doctoral students’ research and learning experiences in non-traditional destinations, particularly in the Chinese context. Drawing upon the concept of Communities of Practice, we administered semi-structured interviews with six international doctoral students and their s…
Transnational Higher Education in China
Mapping the historical development and landscape of research about transnational higher education
Investigating the interplay of Chinese EFL teachers’ proactive personality, flow, and work engagement
Recently, researchers have focused on various factors influencing work engagement, particularly in the EFL context. In this vein, this study was carried out to investigate the relationship among proactive personality, flow, and work engagement in China. In so doing, three instruments including Proactive Personality Scale, Work-Related Flow Inventory (WOLF), and Work and Well-Being Survey (UWES) were used. Employing a convenience sampling method, …
Pursuing doctoral research in an emerging knowledge hub
International doctoral students are an influential group in knowledge creation and cross-national engagement. Existing studies have mainly focused on this cohort’s learning and research experiences in developed countries. However, relatively few studies have explored these students’ experiences in non-traditional learning destinations. Drawing upon Bourdieu’s concepts of field, capital and habitus, and the notion of global-national-local imbricat…
Equity and opacity in enacting Chinese higher education policy
Drawing upon notions of a global higher education policy field and recently theorised conceptions of ‘global-local’ imbrications in social space, this article explores the complex tensions that characterise the enactment of internationalisation policies in Chinese higher education (HE) and their contrasting effects upon domestic and international students. Ten domestic Chinese and ten international students attending an elite university in China …
Mapping Transnational Habitus
For over twenty years, the Migration, Diasporas and Citizenship series has contributed to cross-disciplinary empirical and theoretical debates on migration processes, serving as a critical forum for and problematising the main issues around the global movement and circulation of people.Grounded in both local and global accounts, the Series firstly focuses on the conceptualisation and dynamics of complex contemporary national and transnational dri…
‘It is difficult for students to contribute’
A growing practice of engaging students as partners (SaP) has been conducted to nurture values-based pedagogical relationships. Yet, SaP is contested with little known about how Chinese students understand their relationships with teachers in a sector shifting toward student-centred approaches. To advance the collective understanding of SaP practices in China, we interviewed 30 postgraduate students who reflected on their learner-teacher relation…
Understanding Contextual Factors Influencing Chinese Students to Study at a Hong Kong Institution's Intra-Country Branch Campus
International branch campuses (IBCs) are commonly used by nations and universities to achieve internationalization. Although existing research has examined students’ attitudes and behaviors toward IBCs, few studies have investigated these issues in an intra-country context. Hong Kong institutions’ IBCs in the Greater Bay Area of Mainland China are examples of cross-border education that is offered under China's ‘one country, two systems’ policy. …
Leveraging artificial intelligence (AI) in English as a foreign language (EFL) classes
Graduate employability and international education
Despite the increasing research attention on international graduates’ employability and vocational development, most studies have focused on their employability in developed countries; little is known about their employability in developing countries such as China. In this qualitative study, 15 international graduates from two Chinese universities voluntarily participated in in-depth interviews to share their insights about how they negotiated em…
Navigating across academic labour markets
Much research has investigated international graduate employability in home or host countries. However, limited studies have accounted for such employability across the home and the host. Drawing on Bourdieu's relational and reflexive sociology, this paper critically examined the first author's narrative of his employment experiences as a doctoral graduate navigating across Chinese and Australian academic fields after completing ten years of high…
Followers, customers, or partners? Comparing conceptualisations of students as partners in Australian, Mainland Chinese, and Hong Kong universities
Engaging students as partners (SaP) is an approach promoting meaningful pedagogical relationships in higher education. Scholars have called for more culturally situated research on SaP that compares Anglophone countries with other contexts. In response, we conducted an exploratory qualitative study by interviewing 36 undergraduate students from Australia, Mainland China, and Hong Kong. Adopting the relational lens of SaP, the interviews focused o…
Political science (41 obras) · Sociology (41 obras) · China (35 obras) · Higher education (34 obras) · Pedagogy (32 obras) · International Student and Expatriate Challenges (31 obras) · Higher Education Governance and Development (28 obras) · Psychology (28 obras) · Social science (23 obras) · Higher Education Practises and Engagement (12 obras)