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AbstractTransnational academic mobility has long been championed as positive and worthy of supporting. Yet, little attention has been paid to its joint impact with local connections on the career advancement of established scholars. Utilizing novel curriculum vitae data of 1447 Chang Jiang Scholars, we examine the relationship between academic mobility and the speed of obtaining prestigious academic titles. Our results suggest that local connections accelerate the career development of Chinese scholars, while international academic mobility has a negligible effect or even slows down the speed of late-phase career advancement. Returnee scholars tend to obtain national academic titles within a longer time period compared with their local counterparts. This penalty of international academic mobility also holds for returnees with only overseas PhD training experience and international research visits. Local scientists are more likely than their returnee peers with equivalent ties to have a quicker career trajectory. Policy implications are also discussed.

Die Gesamtanalyse im Science Citation Index zeigt in den letzten Jahren ein allmähliches Absinken des deutschen Anteils an den weltweiten Publikationen, eine Beobachtung, die auch auf viele andere große Industrieländer zutrifft. Diese Entwicklung ist auf ein starkes Anwachsen der Aktivitäten von Aufholländern in Südostasien und Osteuropa, aber auch in Südamerika und Zentralasien zurückzufüh-ren, die insbesondere seit dem Jahr 2000 ein spürbares Gewicht erhalten haben. Nach zwischen 2004 und 2005 zunächst konstant bleibenden deutschen Publikationsanteilen ist nunmehr auch für Deutschland der Anteil in vergleichbarem Maße rückläufig, wie dies für Großbritannien und Frankreich der Fall ist. Stärker rückläufig ist beispielsweise der Anteil japanischer Publikationen. Nach wie vor deutlich die unangefochten stärkste Nation sind die USA, aber auch hier sinkt der Anteil in etwa vergleichbarem Ausmaß.

Background: Schizophrenia is one of the most complicated psychiatric disorders, and, although medication therapy continues to be the core treatment for schizophrenia, there is a need for psychotherapy that helps in providing patients comprehensive mental health care. Psychoeducation is one of the most recognized psychosocial interventions specific to schizophrenia. Further knowledge about the impact of this type of intervention on patients diagnosed with schizophrenia needs to be acquired. Aim: This review aimed to explore the effects of psychoeducational interventions on improving outcome measures for patients diagnosed with schizophrenia. Methods: The Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guideline was used in this systematic review. Two reviewers were involved in screening articles for inclusion and in the data extraction process. The selected studies were assessed for quality using the 'Consolidated Standards of Reporting Trial (CONSORT)' checklist. Out of the 441 records identified, 11 papers were considered for full review (from 2000 to 2018). Results: The psychoeducational interventions showed a consistent improvement in many outcome measures. Most of the reviewed studies focused on outpatients and the method of delivering the psychoeducational interventions was mostly in lecture format. Conclusion: This systematic review of randomized controlled trial studies emphasizes the positive impact of psychoeducational interventions for patients diagnosed with schizophrenia concerning various outcome measures. The findings of this review have important implications for both nursing practice and research, as the information presented can be used by the administrators and stakeholders of mental health facilities to increase their understanding and awareness of the importance of integrating psychoeducational interventions in the routine care of patients diagnosed with schizophrenia.