Exploring the Impact of Publication Limits on Academic Freedom and Productivity: A Qualitative Study of Vietnamese EFL Lecturers

Autor/inn/en	Le Thanh Thao; Phuong Hoang Yen; Pham Trut Thuy
Titel	Exploring the Impact of Publication Limits on Academic Freedom and Productivity: A Qualitative Study of Vietnamese EFL Lecturers
Quelle	In: Journal of Further and Higher Education, 49 (2025) 1, S. 19-30Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Le Thanh Thao) ORCID (Phuong Hoang Yen) ORCID (Pham Trut Thuy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2024.2427068
Schlagwörter	Forschungsbericht; Academic Freedom; Faculty Publishing; Language Teachers; Productivity; Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Educational Policy; Well Being; Career Development; Faculty Development; Teacher Attitudes; College Faculty; Policy Analysis; Vietnam + Suchen Sie Ihr Suchwort? Akademische Freiheit; Language teacher; Sprachunterricht; Produktivität; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Politics of education; Bildungspolitik; Well-being; Wellness; Wohlbefinden; Berufsentwicklung; Lehrerverhalten; Fakultät; Politikfeldanalyse
Abstract	This qualitative study investigates the effects of a publication limit policy on the research productivity and academic freedom of Vietnamese English as a Foreign Language (EFL) lecturers. Amidst growing concerns over research quality and output, the Vietnamese academic sector has implemented a policy restricting the number of publications an academic can produce annually. This study aims to explore the ramifications of this policy from the perspectives of those directly affected -- the lecturers themselves. Employing semi-structured interviews, the study engaged nine Vietnamese EFL lecturers from two institutions, representing three career stages: novice, mid-career, and near-retirement. The interpretivist paradigm guided the research, enabling an in-depth exploration of the participants' subjective experiences and perceptions. Key findings revealed diverse impacts across career stages. Themes such as the perception of academic freedom, impact on research productivity, professional growth, research quality, methodology, and personal well-being emerged. The study found that while the policy aimed at enhancing research quality, it also posed challenges such as narrowed research focus, heightened stress, and the need for strategic adaptation in research practices. This research contributes to the discourse on academic policies, highlighting the need for flexible, supportive approaches that consider the diverse needs of the academic community. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/2/04