Faculty Development in Chinese Universities--An Analysis of the "2014 Faculty Survey in China"

Autor/in	Hong, Shen
Titel	Faculty Development in Chinese Universities--An Analysis of the "2014 Faculty Survey in China"
Quelle	In: Chinese Education & Society, 53 (2020) 3, S.61-79 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1061-1932
DOI	10.1080/10611932.2020.1791514
Schlagwörter	Faculty Development; College Faculty; Teacher Surveys; Teacher Attitudes; Teacher Characteristics; Work Environment; Work Attitudes; Job Satisfaction; Teacher Salaries; Career Choice; Decision Making; Faculty Workload; Equal Opportunities (Jobs); Diversity (Faculty); Faculty Promotion; Specialization; Excellence in Education; Foreign Countries; China + Suchen Sie Ihr Suchwort? Fakultät; Lehrerverhalten; Arbeitsmilieu; Work attitude; Arbeitshaltung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Lehrerbesoldung; Lehrervergütung; Decision-making; Entscheidungsfindung; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Arbeitsteilige Spezialisierung; Lernerfolg; Ausland
Abstract	The "2014 Chinese University Faculty Survey" found that: University faculty in China are young, recent recipients of their academic degrees, and have a high level of inbreeding within academia; there is a high percentage of doctoral degree holders; a large proportion are from villages and towns, and have parents with low-level education and employment; overall they feel high levels of work pressure as well as job satisfaction. They work on average 45 hours a week and are paid nearly RMB 110,000 yuan per year. One third of them live in "policy apartments," one third have no overseas experience, and one fifth would not choose the academic profession again if they had the chance. They would prefer a teaching to research ratio of 2:8, but their actual work ratio for teaching, research, and service is 4:4.5:1.5. Three conclusions may be drawn from the results of the survey: the academic profession is highly equitable, but would benefit from people from more diverse backgrounds joining; there is a high threshold for entering the profession but opportunities for advancement need to be improved; it is a highly specialized profession that places a high demand on academic excellence. [Translation by Desmond Cheung.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01