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'Can Teaching Help Me Get Promoted?' A Qualitative Study of the Career Development of Pre-Tenure Faculty in China

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Title: 'Can Teaching Help Me Get Promoted?' A Qualitative Study of the Career Development of Pre-Tenure Faculty in China
Language: English
Authors: Feixue Yu (ORCID 0009-0006-0760-516X), Haining Guo, Chen Hu, Shuqiong Fu (ORCID 0000-0001-6187-8026)
Source: Higher Education Research and Development. 2025 44(3):753-768.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Career Development, Nontenured Faculty, Teacher Researchers, Teacher Promotion, College Faculty, Barriers, College Instruction
Geographic Terms: China
DOI: 10.1080/07294360.2024.2429460
ISSN: 0729-4360
1469-8366
Abstract: This qualitative study explores the influence of teaching on pre-tenure faculty in China, focusing on its influence on research engagement, promotion prospects, and career development. Commencing with preliminary understandings focused on pre-tenure faculty, the inquiry proceeded to conduct iterative pilot interviews with eligible academics in tertiary educational institutions, facilitating a purposive selection process. Ultimately, a cohort of six participants, representing a spectrum of academic disciplines, was chosen. Each participant underwent three rounds of semi-structured interviews, complemented by observations, allowing for a thorough exploration of their experiences and perspectives. Drawing on observations and interviews with six pre-tenure faculty members, we explore the intricate relationship between teaching and academic progression in the Chinese higher education context. The findings reveal that while teaching offers certain benefits for research involvement, it presents challenges for promotion due to its time-intensive nature. Despite obstacles to immediate promotion, a reasonable teaching load is acknowledged as a valuable contribution to long-term career development by cultivating essential skills and competencies. These findings underscore the multifaceted dynamics inherent in scholarly progression, underscoring the importance of striking a judicious equilibrium between teaching obligations and scholarly pursuits to promote comprehensive professional development.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503638
Database: ERIC
FullText Text:
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  Data: 'Can Teaching Help Me Get Promoted?' A Qualitative Study of the Career Development of Pre-Tenure Faculty in China
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  Data: <searchLink fieldCode="AR" term="%22Feixue+Yu%22">Feixue Yu</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-0760-516X">0009-0006-0760-516X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Haining+Guo%22">Haining Guo</searchLink><br /><searchLink fieldCode="AR" term="%22Chen+Hu%22">Chen Hu</searchLink><br /><searchLink fieldCode="AR" term="%22Shuqiong+Fu%22">Shuqiong Fu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6187-8026">0000-0001-6187-8026</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Higher+Education+Research+and+Development%22"><i>Higher Education Research and Development</i></searchLink>. 2025 44(3):753-768.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 16
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Development%22">Career Development</searchLink><br /><searchLink fieldCode="DE" term="%22Nontenured+Faculty%22">Nontenured Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Researchers%22">Teacher Researchers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Promotion%22">Teacher Promotion</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22College+Instruction%22">College Instruction</searchLink>
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  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1080/07294360.2024.2429460
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  Data: 0729-4360<br />1469-8366
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This qualitative study explores the influence of teaching on pre-tenure faculty in China, focusing on its influence on research engagement, promotion prospects, and career development. Commencing with preliminary understandings focused on pre-tenure faculty, the inquiry proceeded to conduct iterative pilot interviews with eligible academics in tertiary educational institutions, facilitating a purposive selection process. Ultimately, a cohort of six participants, representing a spectrum of academic disciplines, was chosen. Each participant underwent three rounds of semi-structured interviews, complemented by observations, allowing for a thorough exploration of their experiences and perspectives. Drawing on observations and interviews with six pre-tenure faculty members, we explore the intricate relationship between teaching and academic progression in the Chinese higher education context. The findings reveal that while teaching offers certain benefits for research involvement, it presents challenges for promotion due to its time-intensive nature. Despite obstacles to immediate promotion, a reasonable teaching load is acknowledged as a valuable contribution to long-term career development by cultivating essential skills and competencies. These findings underscore the multifaceted dynamics inherent in scholarly progression, underscoring the importance of striking a judicious equilibrium between teaching obligations and scholarly pursuits to promote comprehensive professional development.
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      – Text: English
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      – SubjectFull: College Instruction
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      – SubjectFull: China
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