Marines

China Military Studies Review

CMSR provides a centralized home for scholarship and reflections on Chinese military studies and the People’s Liberation Army in its many forms. Scholars and practitioners are invited to share their original research on Chinese strategic studies and the PLA including foundational knowledge on the way China shapes its military strategy, research on PLA operations, translations of PLA works, and MCU student research subject areas.  

 

 

ISSN

Format: Print
ISSN: 3068-6717

 

Format: Online
ISSN: 3068-6725

Contributing Editors

Christopher Yung, PhD
Dean
Marine Corps War College
Marine Corps University

Daniel C. Rice
China Political and Military Strategy SME
Marine Corps War College
Marine Corps University

call for submissions

Marine Corps University Press announces the newest offering in its catalog of scholarly, peer reviewed journals:
Chinese Military Studies Review (CMSR)

CMSR provides a centralized home for scholarship and reflections on Chinese military studies and the People’s Liberation Army in its many forms. Scholars and practitioners are invited to share their original research on Chinese strategic studies and the PLA including foundational knowledge on the way China shapes its military strategy, research on PLA operations, translations of PLA works, and MCU student research subject areas.  

As a hybrid journal, CMSR articles and essays will first be published digitally after they have been reviewed and accepted for publication. Articles will be published in English, and where appropriate, certain Chinese language words and phrases will be included in both the original Chinese and in pinyin. At the end of the publishing year, all articles and essays will be compiled into a single volume for a traditional print version.

Submissions may cover the full range of topics, concerns, concepts, and approaches to understanding Chinese strategic thinking and the PLA in one of the following areas:

•    Foundational Thought
Original research on Chinese strategic studies, including core military thinking, organizational analysis, key developments within the PLA, or other foundational knowledge that enhances our understanding of Chinese military thinking and the PLA. These articles should generally follow scholarly conventions including methodology, results, and discussion, and may include literature reviews. 
Articles may be 6,000–10,000 words, including footnotes.
•    PLA Research
Articles studying specific aspects of the PLA, such as PLA operations and tactics; PLA capabilities and modernization; PLA service-specific research; the PLA’s role in achieving Chinese political objectives, etc. Note: essays that read like op-eds will not be accepted, these articles are meant to be shorter research-heavy additions to our knowledge of the PLA and PLA operations. 
Articles may be 3,000–6,000 words, including footnotes.
•    PLA Translations
Translations of important PLA or PLA-adjacent articles. Translations should include a translator’s note providing the context of the article translated. Special emphasis is placed on translation of PLA texts rather than generic articles about the PLA. 
Articles may vary based on the text, but should be between 2,000–5,000 words, including footnotes and the translator’s note.
•    Student Research
Essays from current students or graduates of PME institutions on Chinese strategy or the PLA. Students of all PME institutions will be accepted, but priority will be given to Marine Corps University students. Note: essays that read like op-eds critiquing a specific institution/academic will not be accepted.
Articles may be 1,250–3,000 words, including footnotes.
•    Book Reviews
Shorter essays on topics within Chinese strategic studies that explore how the text could be used effectively within military education to better our understanding of China or the PLA. 
Essays may be at least 750 words and use inline references to quoted materials.

CMSR is supported by an editorial board of international subject matter experts, and they serve as a steering committee for the press in its annual operation of the journal. The contributing editors serve as the first line of review for all submissions, ensuring that content meets the mission and requirements of the journal. All full-length articles will then go through a double-anonymous peer review process to determine final selection.

DEADLINES: CMSR uses a rolling submission process and accepts articles/essays throughout the year. To be included in the annual print volume, articles must be submitted and accepted for publication by no later than 1 October. All content arriving after 1 October will automatically roll into consideration for the next year’s volume.

Submissions should be formatted according to the current edition of Chicago Manual of Style and submitted as Word files to prevent delays in the review process. Authors are encouraged to register for an ORCID and provide that number with their biography during the submission process. To propose a topic or submit an article, send an email noting CMSR in the subject line to mcu_press@usmcu.edu. 

For more on the MCUP acquisitions process, the house style guide, or publishing policies, visit www.usmcu.edu/mcupress and click on ACQUISITIONS. MCUP does not publish classified information, and we do not encourage dual submissions.

China Military Studies Review

Volume 1 | 2025

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Wargaming Preferences: How Participating in Educational Wargames Changes Student Preferences on Learning
Amanda M. Rosen, PhD, and Lisa Kerr, EdD
https://doi.org/10.69977/IPME/2024.001

 

Leveraging Learning in Operational Environments: Lessons Learned from a Multinational Experience aboard USS George Washington during the Southern Seas 2024 Mission
Lisa M. Kerr, EdD, and Jonathan P. Robinson

https://doi.org/10.69977/IPME/2024.002

 

Using Crisis Action Planning Exercises to Assess Program Learning Outcomes in Support of Outcomes-Based Military Education
Commander Daniel Post (USN), PhD, and Amanda M. Rosen, PhD
https://doi.org/10.69977/IPME/2024.003

 

Soft Skills in Favor of Advanced Military Education
Maroua Cherni, PhD, and Feten Slimeni, PhD
https://doi.org/10.69977/IPME/2024.004