Journal article
Incentivising international publications: institutional policymaking in Chinese higher education
- Abstract:
- This study examines Chinese universities’ incentive schemes for international publication in the humanities and social sciences (HSS). It analysed 172 incentive documents collected at 116 research-intensive universities in China, including monetary bonus schemes and career-related incentives. This analysis is complemented by interviews with six senior administrators at six Chinese universities and four journal editors to explore the policy-making process and impacts of incentivisation. The study found that most universities actively promoted international publications, with variations and similarities in their incentive schemes. In general, more benefits were granted for SSCI (Social Sciences Citation Index) and A&HCI; (Arts and Humanities Citation Index) journal publications than domestic publications. We conclude such incentivisation showcased the influence of western standards and global benchmarking in the internationalisation of Chinese HSS, and that the incentive schemes may create a ‘Matthew Effect’ enabling SSCI and A&HCI; journals to flourish, while deepening the divide between these and other journals.
- Publication status:
- Published
- Peer review status:
- Peer reviewed
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Access Document
- Files:
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-
(Preview, Accepted manuscript, pdf, 245.7KB, Terms of use)
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- Publisher copy:
- 10.1080/03075079.2019.1672646
Authors
- Publisher:
- Taylor and Francis
- Journal:
- Studies in Higher Education More from this journal
- Volume:
- 46
- Issue:
- 6
- Pages:
- 1132-1145
- Publication date:
- 2019-10-07
- Acceptance date:
- 2019-09-19
- DOI:
- ISSN:
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0307-5079
- Language:
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English
- Keywords:
- Pubs id:
-
pubs:1054515
- UUID:
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uuid:4f535add-74f3-41f5-819a-596af81e7040
- Local pid:
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pubs:1054515
- Source identifiers:
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1054515
- Deposit date:
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2019-09-20
Terms of use
- Copyright holder:
- Society for Research into Higher Education
- Copyright date:
- 2019
- Rights statement:
- © 2019 Society for Research into Higher Education
- Notes:
- This is the accepted manuscript version of the article. The final version is available from Taylor and Francis at: https://doi.org/10.1080/03075079.2019.1672646
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