Striving Transition for University Academics: The Academic Role Identity of Young Postdocs at Universities in China

Autor/inn/en	Song, Jia; Yang, Zunwei
Titel	Striving Transition for University Academics: The Academic Role Identity of Young Postdocs at Universities in China
Quelle	In: SAGE Open, 13 (2023) 1, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Song, Jia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/21582440231153054
Schlagwörter	Postdoctoral Education; Foreign Countries; Educational Policy; Educational Quality; Universities; Educational Administration; Metropolitan Areas; College Faculty; Role Conflict; Researchers; Student Role; Teacher Role; Sociocultural Patterns; Communities of Practice; Case Studies; Student Attitudes; Participant Characteristics; Teacher Student Relationship; Supervisor Supervisee Relationship; China + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; University; Universität; Bildungsverwaltung; Schuladministration; Schulverwaltung; Ballungsraum; Fakultät; Rollenkonflikt; Researcher; Forscher; Lehrerrolle; Soziokulturelle Theorie; Community; Case study; Fallstudie; Case Study; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Since implementing the postdoctoral system in China, the number and quality of postdocs have improved greatly. Under the policy of creating world-class universities, most universities have focused unprecedentedly on recruiting postdoctoral fellows, and the management regulations for postdocs have become increasingly diverse. Through in-depth interviews with postdoctoral fellows at three universities in a metropolitan city, we found that postdoctoral roles have been multidimensional and sometimes conflicting, including the quasi-role of university teacher, the rigid role of independent researcher, the inertial role of student and the unofficial role of associate supervisor. Sociocultural norms, institutional contexts, and professional community shape these role identities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01