Breaking the academic silence

A cross-database analysis of early-career international scholars

Authors

DOI:

https://doi.org/10.32674/1pryg622

Keywords:

Academic Output Inequality, Global Knowledge Production, Early Career Academics, Higher Education

Abstract

Structural inequalities in global academia shape the career prospects of early-career scholars, creating systemic barriers for internationally mobile scholars. This study characterizes core-periphery dynamics in knowledge production among early-career scholars and explores implications for transnational careers. Through a comparative bibliometric analysis of 282 articles from WoS and CNKI (2010–2025), we develop a double marginalization index that integrates spatial centrality and discursive power. The findings reveal entrenched asymmetries: WoS research shows theory-driven growth in Anglophone core regions, while CNKI scholars follow policy-cyclical patterns in elite eastern China. The index quantifies a persistent “double marginalization” of peripheral institutions, despite their active participation, with low visibility. This mapping elucidates the hierarchical field navigated by early-career scholars-especially internationally mobile students and researchers—linking geographic and discursive capital to uneven career trajectories. We conclude by calling for policies to foster equitable academic ecosystems.

Author Biographies

  • ZiYang Wang, The National University of Malaysia, Malaysia

    Ziyang Wang is a second-year PhD candidate at the Faculty of Education, National University of Malaysia (UKM). She majors in Educational Management. Her research focuses on higher education leadership, teacher professional development and academic motivation, with a particular focus on educational equity. Her research interests include leadership, human resource development in education, and teacher professional development.

  • Azlin Norhaini Mansor, The National University of Malaysia, Malaysia

    Azlin Norhaini Mansor received her Ph.D. in Educational Management from Universiti Kebangsaan Malaysia (UKM), Master of Education and Bachelor of Science (Biology) from New York State University at Albany, New York, USA. She was a teacher (1987-1997), an Assistant Director at Educational Planning and Research Division, Ministry of Education Malaysia, (1997-2010) and a senior lecturer at Matriculation Division, Ministry of Education (2010-2012) before appointed as a senior lecturer in UKM in 2012 till now.  She is currently an Associate Professor and a member of Centre for Shaping Advanced and Professional Education (UKMShape). Her publications and research interest includes Educational Leadership, Educational Management, Policy evaluation, and various fields involving teaching and learning.

  • Salleh Amat, The National University of Malaysia, Malaysia

    Dr. Salleh Amat, associate professor in counseling at the school of Education, Universiti Kebangsaan Malaysia, is a respectable counselor educator.  He received his Bachelor of education and Master of education majoring in counseling from University Putra Malaysia and Universiti Kebangsaan Malaysia respectively. He pursues his Ph. D. in counseling supervision from the University of Wyoming, USA in 2006. Assoc. Prof. Dr Salleh is a licensed and registered counselor in Malaysia and he is also a member of Malaysian Board of Counselor since 2013. He is also active in research and community service activities that focus on the mental health and emotional well-being of the community.  At this moment he is the director of Career Advancement Centre (UKM-Karier) that assists students with improving their job search skills, identifying and working toward career goals, and boosting networking skills among student at this university.

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Published

2026-02-23

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Vol. 16 No. 5 (2026): Journal of International Students

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Special Issue: Rethinking International Education

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How to Cite

Wang, Z., Norhaini Mansor, A., & Amat, S. (2026). Breaking the academic silence: A cross-database analysis of early-career international scholars. Journal of International Students, 16(5), 79-100. https://doi.org/10.32674/1pryg622