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Chinese English Lecturers’ Self-Identification as Researchers

Author

Listed:
  • Wangxin Peng
  • Subadrah Madhawa Nair
  • Walton Wider

Abstract

Since the reform of the Chinese college title granting system in 2017, Chinese lecturers have been allowed to have different self-identification as researchers. This study aimed to investigate Chinese English lecturers’ self-identification as researchers and whether gender, age, academic qualification, title, teaching load, and top journal publications had significant influences on their self-identification as researchers. A questionnaire was employed to collect quantitative data from 612 Chinese English lecturers. The findings suggest that the lecturers had a relatively low self-identification as researchers and that all the independent variables had significant influences on their self-identification as researchers. The findings have the following implications. Firstly, colleges can encourage female, elderly, and non-publishing lecturers to do research by offering more incentives and research training. Secondly, colleges can implement favorable policies to encourage lecturers to pursue a doctoral degree. Thirdly, colleges can consider reducing the teaching load of the lecturers who wish to devote more time to research.

Suggested Citation

  • Wangxin Peng & Subadrah Madhawa Nair & Walton Wider, 2022. "Chinese English Lecturers’ Self-Identification as Researchers," Humanities and Social Sciences Letters, Conscientia Beam, vol. 10(3), pages 369-382.
    • Handle: RePEc:pkp:hassle:v:10:y:2022:i:3:p:369-382:id:3077
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