基本情報(Profile)
最終更新日(Last Updated)2024/03/22程 文娟
Wnejuan Cheng
程 文娟
2022/04
広島大学(Hiroshima University)
社会科学研究科
| 社会科学(Social sciences) | 教育学(Education) | 教育学(Education)(Education) |
博士課程後期・一貫(D)
自己アピール(Appealing Points)
chengwenjuan@hiroshima-u.ac.jp
研究紹介(About my Research)
博士教育に関心を持っています。現在博士学生の論文出版と言語選択に関する研究を行っています。
研究活動(Research Activities)
- 論文(Published Papers)
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2026/05/18 How researchers across career stages experience researcher independence: A visual collaborative autoethnography
Innovations in Education and Teaching International , 10.1080/14703297.2026.2666368215028962 2024/08/17 What makes a Thesis by Publication? An international study of policy requirements and restrictions
Journal of Higher Education Policy and Management, 1-16 , 10.1080/1360080x.2024.23893571360-080X https://www.tandfonline.com/doi/pdf/10.1080/1360080X.2024.2389357 , 2024/06/01 Navigating Doctoral Students’ Dual-Track Academic Socialisation in Japan
Journal of Higher Education Policy And Leadership Studies, 5(2), 103-109 , Peer-Reviewed , 10.61186/johepal.5.2.103https://johepal.com/article-1-746-en.pdf 2024/04/27 Prominence, Promotion and Positioning of the ‘Thesis by Publication’ in Six Countries
Higher Education Policy , Peer-Reviewed , 10.1057/s41307-024-00350-70952-8733 https://link.springer.com/content/pdf/10.1057/s41307-024-00350-7.pdf , 概要はこちら(Description) Abstract The international nature of doctoral education creates interesting tensions where national systems, institutional policies, disciplinary customs, individual supervisor preferences, and doctoral researcher needs meet. The Thesis by Publication (TBP), a model where published works are included within the thesis, is available to doctoral researchers in many disciplines and institutions, but it is not a universally accepted format or approached in a homogeneous way. Policy has been known to shape practice, yet we know little about how institutional policies shape TBP practices across different national contexts. This study presents a content analysis of policy documents related to the TBP in public universities across six countries: Australia, Japan, New Zealand, South Africa, Spain, and the United Kingdom. Our goal is to understand the prevalence of the TBP and related policy documentation in different contexts, and how the model is promoted and positioned within the doctoral landscape. Findings from our study challenge the often-stated notion that the TBP is a universally understood format. Our findings also show the risks in the absence of explicit policies, as well as the possible inequalities that may arise as a result of a lack of policy transparency and synergy within and across contexts.
2023/06/27 Mixed methods study on foreign early career academics' sense of knowledge and intellectual development
Higher Education Quarterly , Peer-Reviewed , 10.1111/hequ.124530951-5224 https://onlinelibrary.wiley.com/doi/pdf/10.1111/hequ.12453 , 概要はこちら(Description) Abstract Employees' sense of development is an essential component of their well‐being that enhances their work performance. In the Japanese higher education sector, the number of foreign academics has increased considerably due to the strong backing of government initiatives. Although studies have unpacked foreign academics' intercultural challenges and marginalisation experiences, their developmental experiences in host countries have been under‐researched. Thus, this mixed‐methods study examined what explains foreign early career academics' sense of knowledge and intellectual development and how. Both the quantitative and qualitative results indicated collegiality's key role in their development, while the discrepancies between them suggest that their development is better explained by how knowledge is transmitted via three key conditions—access, interpersonal matters and sources—than workplace conditions. Foreign academics' perspectives can contribute to institutional policy development, because they may be aware of the status quo to which locals feel resigned.
2021/05 Twitterから見るコロナ禍の留学
2020/05 日本社会では「日本語教師」について どのような認識が持たれているのだろうか
- 講演・口頭発表等(Lecture/Oral Presentation)
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Japanese Doctoral Students’ Motivation for Publishing in English: A Person-oriented Approach, 第45回異文化間教育学会 Language Choice for Academic Publishing Among Japanese Doctoral Students: The Case of Humanities and Social Sciences, The 10th HERA Conference (Taiwan) Navigating Japanese doctoral students’ language choice for academic publishing: Influencing factors and individual agency, 13th Biennial Conference of the Comparative Education Society of Asia（CESA） Language Choices in Academic Publishing: Perspectives of Japanese Doctoral Students / Language Choices in Academic Publishing: Perspectives of Japanese Doctoral Students, Wenjuan Cheng / Wenjuan Cheng, 23rd International Conference on Education Research (ICER) Doctoral students’ language preference and motivation for publication in Japan, Wenjuan Cheng, European Association for Research on Learning and Instruction（EARLI） How do Japanese doctoral students perceive language choices for academic publishing?, Wenjuan Cheng, 第44回異文化間教育学会 Factors contribute to doctoral students' language choice for academic publishing in Japan, Wenjuan Cheng, 日本高等教育学会「英語による研究ワークショップ」 国際的な学術活動を志向する大学院生はどのような葛藤を抱えているのか？, 第32回異文化間教育学会 日本における博士学生の論文出版の言語選択と動機付け, Wenjuan Cheng, 第27回留学生教育学会（JAISE） Understanding international students’ willingness to communicate in international collaborative learning classes, Wenjuan Cheng, Yusuke Sakurai, Comparative Education Society of Asia (CESA) 日本語学習者のコミュニケーション意欲と関連する要因 –授業内でコミュニケーション意欲 の異なる学習者の比較を中心に–, 程 文娟, 第25回留学生教育学会(JAISE)