Boundary organizations in transnational academic labor markets
Managerial insights from EURAXESS China and the Galileo Galilei Italian Institute
DOI:
https://doi.org/10.63029/d07xmq75Keywords:
Boundary organizations, academic mobility, EU–China cooperation, transnational academic labor markets, research diplomacy, higher education internationalization, career systemsAbstract
Boundary organizations such as EURAXESS China and the Galileo Galilei Italian Institute play a pivotal role in sustaining EU–China academic cooperation amid growing political sensitivity, funding uncertainty, and research-security concerns. Drawing on boundary-organization theory, this managerial insight compares the two intermediaries as “boots-on-the-ground” infrastructures that translate policy priorities into workable institutional routines and individual career opportunities. Using document-based and secondary evidence, the article shows how both organizations maintain dual accountability to funders and mobile researchers, deploy boundary objects, and build bilingual translation capacity and credible neutrality. Cross-case synthesis yields five design principles for managers: anchor legitimacy while preserving flexibility, manage a portfolio of boundary objects, invest in translation as capability, ensure visible neutrality, and treat boundary-spanning roles as strategic talent.
References
Ancona, D. G., & Caldwell, D. F. (1992). Bridging the boundary: External activity and performance in organizational teams. Administrative Science Quarterly, 37(4), 634–665. DOI: https://doi.org/10.2307/2393475
Bani, M., Di Minin, A., & Facchinetti, A. (2018). Belt and Road Initiative e trasferimento tecnologico: Alcune chiavi di lettura. Mondo Cinese, 165–166, 75–88.
Bechky, B. A. (2003). Sharing meaning across occupational communities: The transformation of understanding on a production floor. Organization Science, 14(3), 312–330. DOI: https://doi.org/10.1287/orsc.14.3.312.15162
Bonaglia, M., Begani, M., Bonino, M., Facchinetti, A., Frisoli, A., Gonzo, L., & Gottardo, M. (2025). Best practices in academic cooperation between Italy and China. In A. Crupi, D. Lepore, & F. Spigarelli (Eds.), Bridging the gap: Innovation brokerage in China (Asia-Pacific Business Series, Vol. 16). World Scientific. https://doi.org/10.1142/14168 DOI: https://doi.org/10.1142/14168
Braun Střelcová, A., & Zheng, G. (2025). Turning changes into opportunities: Rethinking Europe–China higher education cooperation. Higher Education. https://doi.org/10.1007/s10734-025-01420-4 DOI: https://doi.org/10.1007/s10734-025-01420-4
Cai, Y. (2023). Decoding discord: Paradoxes, misperceptions and risks in EU–China higher education cooperation. International Higher Education (Autumn), 9–11. DOI: https://doi.org/10.1163/9789004713901_008
Cai, Y., & Zheng, G. (2024). Navigating shifts in Europe–China higher education cooperation: An institutional logics perspective. Journal of Current Chinese Affairs, 29(2), 214–234. https://doi.org/10.1177/10283153241296209 DOI: https://doi.org/10.1177/10283153241296209
Carlile, P. R. (2002). A pragmatic view of knowledge and boundaries: Boundary objects in new product development. Organization Science, 13(4), 442–455. DOI: https://doi.org/10.1287/orsc.13.4.442.2953
Carlile, P. R. (2004). Transferring, translating, and transforming: An integrative framework for managing knowledge across boundaries. Organization Science, 15(5), 555–568. DOI: https://doi.org/10.1287/orsc.1040.0094
DAAD. (2024a). Academic cooperation with China: A realistic approach (DAAD recommendations to German higher education institutions). https://static.daad.de/media/daad_de/pdfs_nicht_barrierefrei/der-daad/240307_daad_perspektive_china_en.pdf
DAAD. (2024b). Academic cooperation with China: A realistic approach (DAAD Perspectives/position paper). DAAD. (If citing this entry separately in your manuscript, keep it as a distinct “b” version aligned with your original reference list.)
d’Hooghe, I., Lammertink, J. (2020). Towards sustainable Europe–China collaboration in higher education and research. LeidenAsiaCentre. https://leidenasiacentre.nl/towards-sustainable-europe-china-collaboration-in-higher-education-and-research-2/
d’Hooghe, I., Montulet, A., de Wolff, M., & Pieke, F. (2018). Assessing Europe–China collaboration in higher education and research. LeidenAsiaCentre. https://www.iberchina.org/files/2019/LeidenAsiaCentre-Report-Assessing-Europe-China-Collaboration-in-Higher-Education-and-Research.pdf
Di Minin, A. (2017, December). Celebrating Istituto Galilei 10th anniversary. http://www.diminin.it/2017/12/celebrating-istituto-galilei-10th-anniversary/
Di Minin, A., & Cricchio, J. (2025). #China Issues con Marco Bonaglia: Perché occuparsi di Cina oggi. Alberto Di Minin (blog). https://albertodiminin.nova100.ilsole24ore.com/2025/03/18/china-issues-con-marco-bonaglia-perche-occuparsi-di-cina-oggi/
Di Minin, A., & Fasulo, A. (2023a). #China Issues con Marco Bonaglia: Cooperazione accademica tra Pisa e Chongqing: l’esempio dell’Istituto Galilei Alberto Di Minin (blog). https://albertodiminin.nova100.ilsole24ore.com/2023/03/06/cooperazione-accademia-italia-cina-caso-galilei/
European Commission. (2006). Communication from the Commission to the Council and the European Parliament: EU–China: Closer partners, growing responsibilities (COM(2006) 632 final).
European Commission. (2025a). EURAXESS Worldwide: Who we are. EURAXESS. Retrieved December 25, 2025, from https://euraxess.ec.europa.eu/worldwide
European Commission. (2025b). European Innovation Scoreboard 2025. European Commission.
European Commission. (n.d.). International cooperation with China (science and technology agreements / non-EU countries). European Commission. Retrieved December 25, 2025, from https://research-and-innovation.ec.europa.eu/strategy/strategy-research-and-innovation/europe-world/international-cooperation/bilateral-cooperation-science-and-technology-agreements-non-eu-countries/china_en
Galilei Institute. (2023). Mission to CQ – Our Director went back to Chongqing (first time since 2019). https://www.galileiinstitute.it/mission-to-cq-first-time-since-2019-for-our-director-in-cqu/
Guston, D. H. (2001). Boundary organizations in environmental policy and science: An introduction. Science, Technology, & Human Values, 26(4), 399–408. DOI: https://doi.org/10.1177/016224390102600401
Hyland, K. (2023). Enter the dragon: China and global academic publishing. Learned Publishing, 36(3), 394–403. https://doi.org/10.1002/leap.1545 DOI: https://doi.org/10.1002/leap.1545
Kamiński, T. (2019). The sub-state dimension of the European Union’s public diplomacy in China. European External Relations Review. (Use your library’s final pagination/version if needed; your original reference points to a publisher-hosted PDF citation page.) DOI: https://doi.org/10.54648/EERR2019030
Kow, S. (2016). China in early Enlightenment political thought. Routledge. https://doi.org/10.4324/9781315750125 DOI: https://doi.org/10.4324/9781315750125
Lingfeng, L. (2007). Eclipses and the victory of European astronomy in China. East Asian Science, Technology, and Medicine, 27, 127–145. DOI: https://doi.org/10.1163/26669323-02701006
Matthews, D. (2025). Foreign researchers in China face tightened restrictions. Nature. https://doi.org/10.1038/d41586-025-00630-1 DOI: https://doi.org/10.1038/d41586-025-00630-1
Matthews, D., & Guerini, R. (2023, August 1). Bans, flagships, and a green pivot: The state of EU–China research relations. Science|Business. https://sciencebusiness.net/news/horizon-europe/bans-flagships-and-green-pivot-state-eu-china-research-relations
O’Mahony, S., & Bechky, B. A. (2008). Boundary organizations: Enabling collaboration among unexpected allies. Administrative Science Quarterly, 53(3), 422–459. DOI: https://doi.org/10.2189/asqu.53.3.422
Pérez García, M. (2016). Internationalization and reforms in the higher education system in China. Problemas del Desarrollo. Revista Latinoamericana de Economía, 47(187), 37–62. https://probdes.iiec.unam.mx/index.php/pde/article/download/56629/62614?inline=1
Pinna, C. (2009). EU–China relations in higher education. Asia Europe Journal, 7(3), 505–527. https://doi.org/10.1007/s10308-009-0238-y DOI: https://doi.org/10.1007/s10308-009-0238-y
Pinna, C. (2024). Navigating knowledge and research security in Europe–China academic cooperation. Journal of Current Chinese Affairs, 29(2), 319–343. https://doi.org/10.1177/10283153241307970 DOI: https://doi.org/10.1177/10283153241307970
Sant’Anna Magazine. (2017). Italy–China partnership: Sant’Anna School has played leading role in development of Chongqing Galileo Galilei Italian Institute. https://www.santannapisa.it/en/news/italy-china-partnership-santanna-school-has-played-leading-role-development-chongqing-galileo
Tushman, M. L., & Scanlan, T. J. (1981). Boundary spanning individuals: Their role in information transfer and their antecedents. Academy of Management Journal, 24(2), 289–305. DOI: https://doi.org/10.2307/255842
van der Wende, M. (2020). EU–China cooperation along the new silk road: A balanced approach towards common goals? In M. van der Wende, W. C. Kirby, N. C. Liu, & S. Marginson (Eds.), China and Europe on the new silk road: Connecting universities across Eurasia (pp. 33–66). Oxford University Press. https://doi.org/10.1093/oso/9780198853022.003.0003 DOI: https://doi.org/10.1093/oso/9780198853022.003.0003
Wen, W., Chang, L., Wu, Y., Han, F., & Zhou, L. (2025). How has China–Europe academic cooperation changed? Journal of Current Chinese Affairs, 29(2), 197–213. https://doi.org/10.1177/10283153251315262 DOI: https://doi.org/10.1177/10283153251315262
Downloads
Published
Issue
Section
Categories
License
Copyright (c) 2026 BIBS Brno International Business School

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.


