Virtual SUPRA Programme

The Virtual SUPRA Programme is a four-week programme designed to develop PhD and MA students’ theses through supervision, peer review and academic feedback. The recipients also gain access to NIAS LINC e-resources and receive sessions on how to further their academic careers through public presentations, podcasts, publishing and social media.

Included in the Virtual SUPRA Programme is:

Access and thorough introduction to the NIAS LINCresources.
Individual academic mentoring
Student presentations of their thesis work with feedback
Sessions on publishing and career development
Sessions on creating an academic presence online
Sessions on academic podcasts – what to do and what to say
Upon completion of the programme, SUPRA students will receive a certificate of participation.

SUPRA programme alumni will have the opportunity to further engage with NIAS as contributors to our InFocus Blog or Nordic Asia Podcast.

Please contact us at if you have any questions.

A dynamic research environment

With around 30 participants every year, the SUPRA programme provides students with an opportunity to spend time at a lively research institute, which also houses a team of cutting-edge postdoctoral researchers located within a leading Nordic university. While NIAS supports all areas of Asian studies, we are especially strong on contemporary and modern East and Southeast Asia. Themes emphasised by our researchers include geopolitics, democracy and human rights, climate and sustainability, food security, gender, and digitalization.


The programme runs four times during the Spring semester (following four weeks in either February, March, April and May) and three times during the Autumn (September, October and November). Please specify your preferred month of participation in the application form.

The application deadline for the programme in the Spring is 1 October. For a spot in the Autumn, the application deadline is 1 June.

The required documents for your application are:

  • The filled out application form (can be downloaded from the right hand menu)
  • Curriculum Vitae
  • Letter of recommendation from the supervisor of the thesis with which you apply for the SUPRA programme.

All students writing either an MA or PhD thesis are eligible to apply. However, students from institutions belonging to the Nordic NIAS Council (NNC) will be prioritised.

Applications should be submitted to:, with the subject line: Application for SUPRA programme [Spring/Autumn], [Year].

For further information, e-mail:

Managing editor: Tong Meng

Call for Abstracts: Conceptualising Youth Mobilities amidst Social Challenges Workshop

Conceptualising Youth Mobilities amidst Social Challenges will bring together researchers with an interest in youth mobilities, from across the social sciences, for a one-day workshop. This workshop will be held on Monday, 28 November 2022, at Deakin Burwood Corporate Centre (BCC) and online on Zoom.  

The workshop welcomes all researchers who wish to share their scholarships and participate in discussions around youth mobilities. It seeks to provide an opportunity for attendees to build networks and connect with like-minded researchers at all stages of their careers, including early career and postgraduate. We seek to support research that has a connection to Australia. However, we also recognise that as youth mobilities research, this may likely include connections to places overseas.

We invite presentations that examine transnational youth mobilities amidst the social challenges of our contemporary world. What is the role of mobility in young people’s negotiation of social challenges? How might emerging forms of mobility (re)shape perceptions of adulthood and aspirations for youth transitions? How do young people construct belonging and place in a mobile world?

The theme of Social Challenges is particularly timely considering the growing knowledge of the challenges that young people face as society emerges from COVID-19 associated lockdowns; grappling with, in many cases, pre-existing issues including mental health, employment, racism and inequality, among others.  

We invite submissions focusing especially on youth mobilities. However, other topics we may consider are:
• Youth transitions
• Youth futures and aspirations
• Belonging
• Transnational ties
• Covid-19 and youth

Traditional academic papers and alternative presentations (e.g. creative readings, collective presentations, posters, etc.) are welcome. Please submit 200-word abstracts and 100-word bios via the Google Form by 5pm (AEST) on 31 July 2022. For questions or more information, please get in touch with Hao Zheng ( or Alex Lee (

Managing editor: Tong Meng

Stavanger-Lingnan Research Symposium 2022

International Mobility, University Governance, and Labor Market Relevance: The Nordic and East Asian Perspectives
31 October – 1 November 2022
University of Stavanger | Online

The dialogues on higher education development from Nordic and East Asian perspectives are not common in literature. Given the changes in Nordic and East Asian higher education development, the University of Stavanger in Norway and Lingnan University in Hong Kong will co-organise this research symposium and aim to introduce a cross-disciplinary, -sectional, -cultural approach to investigate the intersection between higher education, labor market, and social equality, and to provide insights into higher education systems and related public policies of two regions to tackle existing and emerging challenges in the current pandemic and uncertain futures.

Global competition for talented academics and deepened internationalisation are observed across cultures. This accompanies rising scholarly discussions, including, for example, new patterns of university governance and accountability and the inclusiveness and exclusiveness of an academic working and learning environment. Meanwhile, higher education has been continuously requested to equip students with enhanced employability to support an entrepreneurial and innovative knowledge economy, especially under/after the COVID-19 pandemic.

In specific, through the dialogue between the two higher education contexts, this symposium welcomes the abstracts covering the following topics:

  • Policies and regulations directing the dynamic changes in higher education
  • Graduate employment, graduate entrepreneurship, and transgenerational reproduction
  • Higher education in the context of regional innovation, digitalisation, and sustainable development
  • Individual perceptions and group experiences in a changing academic environment
  • International student mobility and wellbeing of international students
  • Internationalisation and transnationalisation of higher education: Comparative perspectives

Papers presented at the symposium may be invited to be included in a special issue on the topic “International Mobility, University Governance, and Labor Market Relevance: The Nordic and East Asian Perspectives.” The journal information will be posted in due course.

Keynote Speakers

  • Prof. Hugh Lauder, Professor, University of Bath, UK
  • Prof. Ka Ho Mok, Chair Professor and Vice-president, Lingnan University, Hong Kong SAR, China
  • Prof. Bjørn Stensaker, Professor and Vice-president, University of Oslo, Norway
  • Prof. Yuzhuo Cai, Adjunct Professor and Editor-in-Chief of Triple Helix, Tampere University, Finland

Abstract Submission

Please submit your abstract through the following submission link:

Important Dates

Deadline for submission: 31 July 2022
Notification of acceptance: 15 August 2022

Organising Committee

  • Ka Ho Mok, Lingnan University, Hong Kong
  • Dian Liu, University of Stavanger, Norway
  • Weiyan Xiong, Lingnan University, Hong Kong
  • Tatiana Aleksandrovna Iakovleva, University of Stavanger, Norway


We look forward to meeting you at the University of Stavanger or online. Should you have any questions, please contact Dr. Dian Liu ( or Dr. Weiyan Xiong (

Managing editor: Lisa (Zhiyun) Bian

Call for Papers: Chinese Sociological Review

Special Issue on Growing Up in a Time of Uncertainty: Rethinking Education and Inequality in Chinese Societies and Beyond

Guest Editors

Anning Hu, Fudan University

Angran Li, NYU Shanghai

Duoduo Xu, University of Hong Kong

《中华社会学评论》是Chinese Sociological Review的中文刊名。本刊努力推动对当代中国社会的高质量、专业化的深入研究, 见证了很多年轻的量化社会科学学者的成长,现向海内外学界同仁征稿。

Growing Up in a Time of Uncertainty:

Rethinking Education and Inequality in Chinese Societies and Beyond

We are living in a time of tremendous uncertainty for our children’s future. The lingering COVID-19 pandemic, the rapidly changing policy environment, the foreseeable economic recession, and the clashing cultural repertoires, have fundamentally reshaped our educational institutions, generating long-lasting impacts on individual educational trajectories and outcomes as well as on social inequality and mobility. In Chinese societies, as in societies elsewhere, children, parents, teachers, and schools have to accommodate the unintended consequences of school closure, policy changes, and other interruptions during the time of uncertainty. Although new strategies and practices have been adopted to facilitate student learning, widening inequality impends to disrupt our educational systems and to leave many children behind.

Against this backdrop, Chinese Sociological Review (CSR) invites papers for a special issue on Growing Up in a Time of Uncertainty: Rethinking Education and Inequality in Chinese Societies and Beyond. This call invites authors to submit papers that consider various aspects of the relationship between education and inequality under a time of uncertainty in Chinese societies, preferably with a global and comparative perspective. We encourage submissions from various sectors, countries (areas), and disciplines. Both empirical (quantitative, qualitative, mixed methods) and theoretical studies are welcomed.

We are particularly interested in papers that explore the following questions:

  • What impact do the pandemic, policy changes, economic recession, and cultural shifts have on the future of primary, secondary, tertiary, and post-tertiary educational systems? How do these changes alter the existing educational inequalities and generate new ones at the individual, organizational, and national levels?
  • What are the macro-, meso-, and micro-level social mechanisms that can explain the emerging educational inequalities given the institutional transformations in response to those uncertainties?
  • What are the emerging strategies and practices adopted by families and schools that can help to close the gap in educational outcomes and build more equitable educational systems during the time of uncertainty?

We also welcome research addressing the following themes:

  • Chinese Meritocratic Educational Systems
  • Cultural Capital in Non-western Contexts
  • Policy Changes and Shadow Education
  • School Choice in Chinese Societies

Submission Guideline

Authors who want their work to be considered for publication in this special issue should email a proposal with a captioned title “CSR Education Special Issue” to and address to Guest Editors Anning Hu, Professor of Sociology, Fudan University, Angran Li, Assistant Professor of Sociology, NYU Shanghai, Duoduo Xu, Assistant Professor of Sociology, The University of Hong Kong, by August 31, 2022. Proposals should be about 1,000 words long in total and should articulate how the themes of the special issue are addressed.

The editorial team will consider the pool of proposals received by this deadline. Proposals will be selected based on their theoretical and/or practical contributions. Once been selected, the editorial team will invite the authors to submit a full paper (no more than 9000 words). Invitations to submit the full-length research papers will be sent out to authors by Sept 10, 2022. The full-length paper for peer reviews will be due on November 30, 2022. A workshop may be organized for authors to present their work and further improve their manuscripts. The special issue is expected to be published online before Fall 2023.

Chinese Sociological Review (CSR) (Print ISSN: 2162-0555 Online ISSN: 2162-0563), founded in 1968, publishes high-quality original works from sociologists and other social scientists. The mission of the journal is to advance the understanding of contemporary Chinese society and contribute to general knowledge in the discipline of sociology. All research articles will undergo a rigorous editorial screening and peer review process. The journal is intended for an international readership, now published by Taylor & Francis Inc. 530 Walnut Street, Suite 850, Philadelphia, PA 19106.

For more information, please visit

Managing editor: Tong Meng

Call for Papers: Special Post-Graduate Issue of the Beijing International Review of Education: Demythologizing Higher Education

It has been over fifty years since Ivan Illich (1971) denounced the complicity with which institutionalized higher education (HE) had begun to embody far right consumerist manipulation, ritualization, and mythologization. Illich’s critique was couched within a prescient warning that institutionalized education effected a process of neoliberal commodification, a process concerned primarily with producing a bundle of ‘packaged values’ that would be marketable to ‘consumer-pupils’. In the years since the publication of Illich’s Deschooling Society, scholars within the field of HE have outlined and decried the myriad deleterious effects brought about by the continued neoliberal commodification of the university (Reynolds, 1977; Slaughter and Rhoades, 2000; Whitty, 2002; Davies et al, 2006; Apple, 2011; Ball, 2012; Peters et al, 2012; Burke, 2013; Hall and Stahl, 2015; Connell, 2019). These critiques have undoubtedly served to augment and refine Illich’s initial concern for the neoliberal commodification of HE. However, they have tended to avoid a critical facet of his argument. Namely, a myopic tolerance within the academy of ‘fundamental contradictions between myth and institution’, which he believed resulted in a ‘dull, protracted, expensive and destructive’ institutional process of societal initiation (Illich, 1971, p. 49).

In recent years, critics on the far right have seized upon this stance in order to challenge the continued relevance and utility of the university as a social institution in service to the public good. Rather than representing singularly important Humboltian paragons of free thought, which promote the acquisition of ‘new knowledge’, critics of contemporary HE level the charge that a university education now represents an exorbitant and unnecessary process of liberal indoctrination in primary service to the continuation of the university itself (Hett, 2021).

While globalized isomorphic pressures undoubtedly effect systemic convergence, diversity within both higher education systems (HES) and specific higher education institutions (HEI) s is driven by the uniquely local and national pressures expressed within a given context. Thus, this call for papers represents a renewed effort to ‘demythologize’ the globalized institution of HE, a reflexive, dialectical process wherein scholars are invited to examine the inconsistencies and contradictions between the myth and reality of institutionalized HE. Specifically, by addressing longstanding and recurrent myths surrounding the global institution of he, we hope to engage in what Woodman describes as an ‘out-of-bounds’ process of separating fact from fiction within our ‘socially most prestigious educational institution’ (1978).

Toward this aim, this issue hopes to elicit responses from scholars across China as well as the globe who can speak to the systemic and institutional diversity of contemporary HE. In particular, we welcome contributions from current and recently graduated postgraduate students, as well as more longstanding scholars within the interdisciplinary field of HE. Potential topics of interest include:

The myth of university governance, organization, and management – e.g., how and to what extent have neoliberal educational reforms and policies affected institutional structure and mission, the process of teaching and learning, knowledge production, and student care?
The myth of ideology – e.g., how and to what extent have globalized ideological currents been reflected within departmental guidelines, mission statements, research agendas, teacher selection and training, curriculum design, pedagogy, and classroom management?
The myth of knowledge – e.g., how and to what extent is the process of knowledge production and dissemination either autonomous, defined by societal contribution, or performativity cultures embedded within the institutional or academic context?
The myth of the degree – e.g., how and to what extent does the ritual process of university credentialization convey upon students a mastery of field-specific content, technique, interdisciplinarity, cultivation of informed outlook, and professional retainability?
The myth of the institution – e.g., how and to what extent does the modern university continue to provide benefit to scientific progress, individual advancement, cross-cultural exchange, and overall societal development?

Guest Editor
Dr. Benjamin Green
Assistant Professor,
College of Teacher Education,
Beijing Language & Culture University

Submission Guidelines
If you are interested in contributing a full article (6000–7000 words in length) on a topic which covers the theme of the special issue, please submit (i) your article topic, (ii) an abstract of no more than 250 words, and (iii) five keywords no later than September 1st, 2022 to Dr. Benjamin Green at

Publication Timeline
September 1st, 2022 – Deadline for 250-word abstracts
September 15th, 2022 – Authors notified and invited to write full manuscript
March 15th, 2023 – Deadline for full draft manuscripts
May 1st, 2023 – Deadline for reviewer feedback
June 1st, 2023 – Deadline for final submission of revised articles

Apple, M. W. (2011). Education and power. Routledge.
Ball, S. J. (2012). Global Education Inc: New policy networks and the neo-liberal imaginary. Routledge.
Burke, P. J. (2013). The right to higher education: Neoliberalism, gender and professional mis/recognitions. International Studies in Sociology of Education, 23(2), 107–126.
Connell, R. (2019). The Good University: What Universities Actually Do and Why It’s Time for Radical Change. Bloomsbury Publishing.
Davies, B., Gottsche, M., & Bansel, P. (2006). The Rise and Fall of the Neo-Liberal University. European Journal of Education, 41(2), 305–319. stable/3700117.
Hall, R., & Stahl, B. (2015). Against commodification: The university, cognitive capitalism and Emergent Technologies. Marx and the Political Economy of the Media, 65–97.
Hett, B. C. (2021, November 5). Op-ed: When politicians claim professors like me are the enemy, what are they really attacking? Los Angeles Times. Retrieved April 12, 2022, from the-enemy-politics.
Illich, I. (1971). Deschooling Society. Harper and Row.
Peters, M. A., Liu, T.-C., & Ondercin, D. J. (2012). The pedagogy of the Open Society: Knowledge and the governance of Higher Education. Sense Publishers.
Reynolds, P. A. (1977). The university in the 1980s: An anachronism? Higher Education, 6(4), 403–415.
Slaughter, S., & Rhoades, G. (2000). The Neo-Liberal University. New Labor Forum, 6, 73–79.
Whitty, G. (2002). Making Sense of Education Policy. Paul Chapman Publishing.
Woodman, K. (1978). Demythologizing University Education. Studies: An Irish Quarterly Review, 67, 306–316.

Managing editor: Tong Meng