Early career academics’ identity formation in international branch campus: a comparative analysis of international and Chinese scholars’ experiences in China

As transnational higher education expands, international branch campuses (IBCs) have become key sites where global, national, and local academic logics intersect. However, limited research has explored how early career academics (ECAs) construct their academic identities within these hybrid institutions. Drawing on the concept of global-national-local imbrications, this study comparatively examines the academic identity formation of Chinese and international ECAs working in an IBC in China. Findings show that the IBC generated shared uncertainty, but it positioned the two groups differently: Chinese ECAs more often negotiated dual legitimacy across global and domestic arenas, whereas international ECAs drew legitimacy from their international status but faced greater challenges in becoming locally recognized and connected. In response, Chinese ECAs adopted amphibious strategies to balance these demands, while international ECAs relied more on peer networks to navigate local constraints and sustain their early-career trajectories. These practices reflect the agentive and relational nature of academic identity formation and highlight the need for more inclusive institutional support.