Understanding Chinese Female University Teachers’ Intention to Pursue a PhD Degree: Some Insights from a Chinese University

Hai Min Dai, Bei Ju, Timothy Teo, Natasha Anne Rappa

Research output: Contribution to journalArticlepeer-review

Abstract

To respond to an increasing emphasis placed on research capability and productivity, universities in China are reforming their policies regarding faculty’s performance evaluation and promotion criteria. Faculties are motivated to invest in research, and those without a PhD degree are strongly encouraged to enroll in doctoral programs. From the perspective of the theory of planned behavior, we conducted a qualitative study to explore the factors underpinning the intention to pursue a PhD degree among female teachers in a Chinese university. From data collected via semi-structured interviews, we found that participants
were evaluating their pursuit of a doctoral degree in the clashes between the entrenched social-cultural beliefs of women’s role and the institutional expectation of a fully devoted scholar. Accordingly, theoretical and practical implications of our findings are discussed.
Original languageEnglish
Pages (from-to)1347-1366
Number of pages20
JournalHigher Education
Volume81
Issue number6
Early online date28 Sept 2020
DOIs
Publication statusPublished - Jun 2021

Keywords

  • female faculty
  • higher education
  • PhD degree
  • theory of planned behavior

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