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An Empirical Study of Promotion Pressure among University Teachers in China Using Event History Analysis

Author

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  • Xiaoyan Liu

    (School of Languages and Communication Studies, Beijing Jiaotong University, Beijing 100044, China)

  • Lele Zhang

    (School of Languages and Communication Studies, Beijing Jiaotong University, Beijing 100044, China)

  • Haowen Ma

    (Institute of Communication Studies, Communication University of China, Beijing 100024, China)

  • Haofeng Nan

    (School of Law, Guiyang University, Guiyang 550005, China)

  • Ran Liu

    (School of Public Health and Management, Wenzhou Medical University, Wenzhou 325035, China)

Abstract

Objective: We sought to understand the status of promotion pressure among university teachers in China. This study explored the promotion duration and influencing factors among teachers in different disciplines of the social sciences. Methods: Using event history analysis, this study collected data regarding university teachers of China. The sample included 536 teachers who had been promoted from assistant to associate professor and 243 teachers promoted from associate to full professor. Our results revealed that the overall time required for promotion in the social sciences is relatively long. For those promoted from assistant to associate professor, the mean time for promotion was 14.155 years, with a median of 11 years, while for the transition from associate to full professor, the mean was 13.904 years with a median of nine years. Furthermore, in the survival function of the promotion duration, there is a stage pattern for both assistant to associate professor and associate to full professor. In addition, the Kaplan–Meier results showed that the mean promotion time in economics was the shortest. The Cox regression results indicated that males had a higher chance of promotion than females, and faculty members with doctoral degrees had a higher likelihood of promotion than those without. For those advancing from assistant to associate professor, the university of employment had significant positive effects on promotion. This paper provides empirical support for the current societal concerns regarding promotion pressure among university teachers.

Suggested Citation

  • Xiaoyan Liu & Lele Zhang & Haowen Ma & Haofeng Nan & Ran Liu, 2022. "An Empirical Study of Promotion Pressure among University Teachers in China Using Event History Analysis," IJERPH, MDPI, vol. 19(22), pages 1-17, November.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:22:p:15134-:d:974885
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    References listed on IDEAS

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