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戴坤教授

助理教授

戴坤教授

数字媒体学士、一等荣誉硕士(澳大利亚格里菲斯大学)、哲学博士(澳大利亚昆士兰大学)

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戴坤博士曾于北京大学教育学院任博士后研究员。研究兴趣包括:国际与比较教育,跨文化学习与适应,跨境教育流动等方面。戴坤博士的研究成果被多本国际刊物发表,例如, Higher Education Research and Development, Assessment and Evaluation in Higher Education, Teaching in Higher Education, Journal of Studies in International Education, International Journal of Intercultural Relations, Compare, 以及《北京大学教育评论》。他的专著《Transitioning ‘In-Between’ Chinese Students’ Navigating Experiences in Transnational Higher Education Programmes》在国际知名学术出版机构之一Brill出版。此外,戴坤博士还担任众多国际知名刊物审稿人,例如,Frontiers in Psychology, Higher Education, Cambridge Journal of Education, 以及 Compare等。他还担任Routledge与Springer出版社专著审稿人,Journal of International Students的副编辑。戴坤博士被北京大学评为2020年度优秀博士后。

研究兴趣
  • 比较教育
  • 教育政策
  • 高等教育
  • 建立跨文化能力:体验式学习
  • 叙事研究法
  • 留学教育
  • 质化方法
  • 教育社会学
所授课程
  • BECE 3210 香港幼儿教育政策与实践
  • PGDE 5211 学校教育的架构和过程
研究与发表
  • Dai, K. (2022). Transitioning ‘in-between’: Chinese Students’ navigating experiences in transnational higher education. Leiden, the Netherlands: Brill.
  • Dai, K. (2021). Learning through, with and against contradictions: An exploration of Chinese students’ experiences in transnational higher education programmes. In Zhang, Z, C., Grimshaw, T., & Shi, X, S. (Eds), International student education in tertiary settings: Interrogating programmes and processes in diverse contexts (pp. 210-227). London: Routledge.
  • Dai, K*., Matthews, K, E., & Shen, W. (Accepted). “It is difficult for students to contribute”: Investigating possibilities for pedagogical partnerships in Chinese universities. Teaching in Higher Education. doi: 10.1080/13562517.2021.2015752
  • Hu. Y., & Dai, K*. (2021). Foreign-born Chinese students learning in China: (Re)shaping intercultural identity in higher education institution. International Journal of Intercultural Relations, 80, 89-98. doi: 10.1016/j.ijintrel.2020.11.010
  • Dai, K*., & Hardy, I. (2020). Shaping a sense of in-betweenness: A Chinese doctoral student’s intercultural learning journey at an Australian university. Oxford Review of Education. doi: 10.1080/03054985.2020.1825369.