Criticality in World-Class Universities Research: A Critical Discourse Analysis of International Education Publications

Autor/inn/en	Li, Jian; Eryong, Xue
Titel	Criticality in World-Class Universities Research: A Critical Discourse Analysis of International Education Publications
Quelle	In: Educational Philosophy and Theory, 53 (2021) 12, S.1257-1271 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2020.1779989
Schlagwörter	Universities; Reputation; Discourse Analysis; Higher Education; Educational Research; Periodicals; Foreign Countries; Global Approach; Competition; Achievement Rating; Bias; Scholarship; Educational Trends; China + Suchen Sie Ihr Suchwort? University; Universität; Diskursanalyse; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsforschung; Pädagogische Forschung; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Ausland; Globales Denken; Wettkampf; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Scholarships; Stipendium; Bildungsentwicklung
Abstract	This study aims to critically and systematically investigate the contemporary discourse within scholarship on world-class universities in different higher education context. It applies critical discourse analysis to review articles from some top higher education academic journals and books published between 2000 and 2019. Exploring the notion of world-class university involves international-level identities and models, national-level policies and strategies, and institutional-level responses and practices. Findings highlight the absence of a clear definition of the concept of world-class university, an obvious Western-dominated value-laden paradigm, hegemony of global rankings discourse, priority of policies and strategies and inexplicit suggestions for practical application of research findings. Applying the critical discourse analysis, we examine the mission of higher education research towards global competitiveness and global rankings and the attitudes towards the challenges in pursuing world-class universities and its dissemination through the international academic publications as value neutral. This study focuses on recognizing, articulating, and critiquing biases in research production and dissemination. Different researchers might provide multiple critical scopes to investigate international inclusive scholarship on world-class universities. This study also contributes to the approaches in which discourse both shapes and is shaped by globalization and internationalization trends in the higher education contexts, and future orientations in this study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01