Domestic Visiting Scholars in China: Current Situation, Challenges, and Countermeasures

Abstract

This study examines the current state, challenges, and possible solutions for domestic visiting scholar programs in China, using Pierre Bourdieu’s field theory as the analytical lens. While much research has focused on international academic exchanges, domestic visiting scholar initiatives—key to teacher development and China’s education modernization—have received less attention. This research aims to uncover the systemic barriers these scholars face across different levels of China’s education system. The specific objectives are: (1) to identify the imbalances in field positioning between sending institutions and host institutions, (2) to determine the forms of capital and the barriers that hinder teachers’ participation in visiting programs, and (3) to examine the difficulties teachers face in transforming and reconstructing their professional habitus during these experiences. Methodologically, a mixed-methods approach was adopted. Quantitative data were gathered through a structured questionnaire, yielding 143 valid responses. Descriptive statistics, reliability analysis, correlation analysis, and regression analysis were conducted using SPSS software to ensure statistical rigor and provide robust quantitative insights. Qualitative data were collected through 24 semi-structured interviews with teachers from vocational colleges, general higher education institutions, and secondary schools, offering rich contextual perspectives. Comparative analysis further highlighted the differentiated impacts of institutional types and program structures. This study acknowledges limitations related to the sample’s geographic and institutional concentration, which may affect the generalizability of the findings. Key findings reveal three primary structural challenges: (1) field positioning imbalances due to disparities in institutional structures and cultures, (2) barriers to capital accumulation and mobilization—including cultural, social, economic, and symbolic capital—and (3) significant difficulties in transforming and reconstructing professional habitus to align with the academic expectations of host institutions. The implications of this study are twofold: first, it underscores the need to reform domestic visiting scholar policies and practices to foster inclusivity, sustainability, and equitable professional development opportunities; second, it provides actionable insights for policymakers and educational leaders to optimize field dynamics, rebalance capital flows, and support teachers in adapting to new academic and professional environments.