‘Can teaching help me get promoted?’ A qualitative study of the career development of pre-tenure faculty in China

Abstract

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.