Beyond Guidance: Mentorship as a Capacity Building Framework for Global Researcher Development in Chinese Higher Education
DOI:
https://doi.org/10.54536/jtel.v4i3.7935Keywords:
Capacity Building, Chinese Higher Education, Global Researcher Development, Mentorship, Researcher CompetenceAbstract
As China consolidates its status as a global research powerhouse, the scholarly focus has shifted from research output to research capacity. Chinese universities have seen a rapid growth in publications and international collaborations. However, mentorship in Chinese Universities remains largely informal, hierarchical, and output-driven, neglecting the holistic development of researchers capable of competing globally. This article contributes a key conceptual bridge by merging the theory of mentorship with capacity-building literature and frameworks of global competence in the higher education context of China. It puts forth the argument that mentorship should be perceived not only as academic assistance but also as a mechanism for strategic capacity building. Methodologically, this study employs an integrative conceptual analysis that synthesizes mentorship theory, capacity building scholarship, and global competence literature to develop a context-sensitive framework for researcher development in Chinese higher education. The paper introduces the Mentorship–Capacity–Global (MCG) Framework, a dynamic and context-sensitive model for developing global researchers that draws on developmental, relational, and transformative models of mentorship. The framework acknowledges the mentorship architectures, multidimensional capacities, and world outcomes while factoring in China’s cultural and institutional conditions. This paper contributes to theory through the internationalization of the mentorship discourse and its non-Western application, as well as institutional policy, mentor training, and evaluation systems, which go beyond publication outputs, to sustainable researcher development.
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