Where to Publish: Chinese HSS Academics' Responses to 'Breaking SSCI Supremacy' Policies

Autor/inn/en	Gao, Bin; Guo, Chunyue
Titel	Where to Publish: Chinese HSS Academics' Responses to 'Breaking SSCI Supremacy' Policies
Quelle	In: Higher Education Policy, 36 (2023) 3, S.478-496 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gao, Bin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-8733
DOI	10.1057/s41307-022-00268-y
Schlagwörter	Foreign Countries; College Faculty; Administration; Teacher Attitudes; Administrator Attitudes; Faculty Publishing; Educational Policy; Incentives; China + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Verwaltung; Lehrerverhalten; Politics of education; Bildungspolitik; Anreiz
Abstract	Incentivizing academic publications in internationally-indexed journals is a current topic of national debate especially in non-anglophone countries. To boost the dissemination of Chinese research results, the central government and higher education institutions had introduced various schemes to encourage international publications. However, a significant policy change took place when the Chinese government recently announced a break with SSCI supremacy conventions in research evaluation systems. Based on semi-structured interviews with five university managers and 30 academics in humanities and social sciences in five universities in China, this study examines the responses of both institution managers and individual scholars to the latest national guidelines. A qualitative analysis shows mixed attitudes among both HSS managers and individual academics towards the policy change: supportive but with doubts about the policy practicality as well as concerns about ensuing pressures to be generated by new evaluation systems. The findings suggest the policy change will not significantly affect HSS academics' pursuit of international publishing in a short term. It will, however, lead to some adjustments in the existing institutional evaluation regulations. The findings can contribute to the understanding of HE policy influence on academics as well as its potential implications for the global trend of anglicized academic publishing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01