What Price the Building of World-Class Universities? Academic Pressure Faced by Young Lecturers at a Research-Centered University in China

Autor/inn/en	Tian, Mei; Lu, Genshu
Titel	What Price the Building of World-Class Universities? Academic Pressure Faced by Young Lecturers at a Research-Centered University in China
Quelle	In: Teaching in Higher Education, 22 (2017) 8, S.957-974 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2017.1319814
Schlagwörter	Foreign Countries; College Faculty; Teacher Attitudes; Educational Administration; Governance; Stress Variables; Anxiety; Tenure; Teacher Responsibility; Power Structure; Gender Bias; Educational Change; Teacher Researchers; Questionnaires; Statistical Analysis; Semi Structured Interviews; China + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Lehrerverhalten; Bildungsverwaltung; Schuladministration; Schulverwaltung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Angst; Amtszeit; Beschäftigungsdauer; Lehrverpflichtung; Geschlechterstereotyp; Bildungsreform; Lehrerforschung; Fragebogen; Statistische Analyse
Abstract	This study explores the challenges faced by young lecturers in managerial transformation in elite Chinese academic institutions which aim to develop into world-class universities. Drawing on data from in-depth interviews, the paper discusses how a group of lecturers on tenure-track contracts at a research university in China perceived the impacts of this managerial personnel reform. The study revealed intensified academic pressure and consequent feelings of insecurity, uncertainty and anxiety among the participants. Rigid tenure requirements pushed down research quality, and detracted from the efforts the participants could have devoted to teaching. Further negative impacts were strengthened power hierarchies and increasingly gendered nature of the academic culture. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01