A comparative analysis of critical educational trajectories of academicians in China and Japan

Jinjing Guo, Fang Wang, Hong Wu, Jinxia Huang and Xiao Rui

Journal of Informetrics, 2025, vol. 19, issue 3

Abstract: Exploring the differences in the critical educational trajectories of academicians between China and Japan and identifying the influencing factors can provide valuable insights into the cultivation and growth of high-level domestic scientific talent. This study adopts the concept of ‘critical growth pathway’ to conduct a comparative analysis of academicians’ educational trajectories in China and Japan from the perspectives of educational continuity, educational institution diversity, and study abroad experience. Chinese academicians typically follow one of three education trajectories: (1) bachelor’s, (2) bachelor’s-master’s-doctorate, or (3) bachelor’s-work-master’s-work-doctorate, while Japanese academicians commonly follow: (1) bachelor’s-direct doctorate, (2) bachelor’s-master’s-doctorate, and (3) bachelor’s-work-doctorate. China tends to emphasise bachelor’s-master’s continuity and master’s-doctorate continuity, whereas Japan shows a stronger preference for direct doctoral continuity. Chinese academicians demonstrate greater diversity in their educational institutions compared to their Japanese counterparts. Most Chinese and Japanese academicians have no overseas study experience, although such experience is more common in Japan than China. Consistent and continuous scientific research training is a critical pathway for cultivating elite scientists, while maintaining coherence across educational stages supports their development. The role of overseas education in cultivating high-level domestic talent is important to reassess, attention should be placed on strengthening local talent development by enhancing mentorship, improving the effectiveness of domestic training systems, and addressing country-specific challenges, particularly as national research and education systems reach more advanced stages. The analytical model developed in this study provides valuable insights for institutional design in policy-driven latecomers and other developing countries.

Keywords: Academicians; Scientific elites; Educational trajectories; Career development; Talent cultivation (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:eee:infome:v:19:y:2025:i:3:s1751157725000537

DOI: 10.1016/j.joi.2025.101689

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