Influencing Factors on Scholars' Perceptions of Organisational Support in Chinese Higher Education: An Exploratory Study
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| Title: | Influencing Factors on Scholars' Perceptions of Organisational Support in Chinese Higher Education: An Exploratory Study |
|---|---|
| Language: | English |
| Authors: | Taoli Wang, Wenjing Wang (ORCID |
| Source: | European Journal of Education. 2025 60(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Higher Education, Teacher Administrator Relationship, College Faculty, Tenure, Research Universities, Collegiality, Justice, Work Environment, Organizational Culture, Teacher Promotion |
| Geographic Terms: | China |
| DOI: | 10.1111/ejed.12849 |
| ISSN: | 0141-8211 1465-3435 |
| Abstract: | Supporting scholars is crucial for promoting academic development in higher education institutions (HEIs). While organisational support for academic careers has been widely researched in various contexts, little attention has been paid to factors influencing Chinese scholars' perspectives on such support, which could significantly impact their professional attitudes and performance. This qualitative study explores factors influencing scholars' perception of organisational support and the micro-processes by which these factors operate in Chinese higher education. Informed by organisational support theory, in-depth interviews were conducted with 30 tenure-track scholars from two Chinese research universities. Findings reveal diverse opinions among Chinese scholars regarding organisational support. Several influencing factors were identified: organisational justice, leadership and colleague support, organizational rewards and working conditions and organisational culture. These factors closely relate to scholars' work environment, career advancement and talent development, ultimately affecting their perception of whether their organisations care about their growth. This study emphasises the importance of considering scholars' perceptions to enhance the effectiveness of organisational support and contributes to building harmonious relationships between scholars and HEIs beyond mere evaluation mechanisms. |
| Abstractor: | As Provided |
| Notes: | http://www.moe.gov.cn/srcsite/A10/s7151/202101/t20210108_509152.html |
| Entry Date: | 2025 |
| Accession Number: | EJ1461259 |
| Database: | ERIC |
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| Abstract: | Supporting scholars is crucial for promoting academic development in higher education institutions (HEIs). While organisational support for academic careers has been widely researched in various contexts, little attention has been paid to factors influencing Chinese scholars' perspectives on such support, which could significantly impact their professional attitudes and performance. This qualitative study explores factors influencing scholars' perception of organisational support and the micro-processes by which these factors operate in Chinese higher education. Informed by organisational support theory, in-depth interviews were conducted with 30 tenure-track scholars from two Chinese research universities. Findings reveal diverse opinions among Chinese scholars regarding organisational support. Several influencing factors were identified: organisational justice, leadership and colleague support, organizational rewards and working conditions and organisational culture. These factors closely relate to scholars' work environment, career advancement and talent development, ultimately affecting their perception of whether their organisations care about their growth. This study emphasises the importance of considering scholars' perceptions to enhance the effectiveness of organisational support and contributes to building harmonious relationships between scholars and HEIs beyond mere evaluation mechanisms. |
|---|---|
| ISSN: | 0141-8211 1465-3435 |
| DOI: | 10.1111/ejed.12849 |
